《原版英语RAZ 教案E28-Animals, Animals.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案E28-Animals, Animals.pdf（6页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、Animals,AnimalsLesson PlanLeveLE E1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:10 Word Count:83Book Summary Animals,Animals is about some of the fascinating animals in our world.Each page describes interesting facts and brings the world o
2、f animals to the reader.Pictures enhance the text.Book and lesson also available at Levels H and K.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandnonfictiontext Identifymainideaanddetails Segmentsyllables Identifytheshortvowela Identify
3、adjectives IdentifyandusesynonymsMaterialsGreen text indicates resources available on the website BookAnimals,Animals(copyforeachstudent)Chalkboardordry-eraseboard Main idea and details,short vowel a,adjectivesworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivities
4、maybedemonstratedbyprojectingthebookonaninteractivewhiteboardorcompletedwithpaperand pencilifthebooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:are,can,have Content words:Story critical:camels(n.),elephants(n.),elk(n.),foxe
5、s(n.),giraffes(n.),hippos(n.),polar bears(n.),zebras(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverbeentoazooorawildlifepark.Askthemtotellwhatkindsofanimalstheysawthereandtonamesomeoftheirfavorites.Explaintostudentsthatanimalsarelikepeopleinmanyways.Asistruewithpeople,animalshaveexcepti
6、onal,orspecial,thingsaboutthemthatwemightnotbeabletoknowjustbylooking at them.Provide an example,such as:You may not know just by looking at me,but I am exceptionally good at .Askstudentstosharethingsthatarespecialaboutthemthatsomeonemaynotbeabletotelljustbylookingatthem.Explaintostudentsthatastheyr
7、eadthebook,theymayberemindedofinterestingfactstheyalreadyknowaboutthefeaturedanimals,andtheyalsomaylearnsomeinterestingnewdetails.Animals,AnimalsLesson Plan(continued)LEvELE E2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefront
8、andbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Askstudentswhethertheyarefamiliarwi
9、ththeanimalstheyseeonthecoversandtitlepage.Havethemshareanyfactstheyalreadyknowabouttheanimals.Thenaskthemtothinkaboutanythingtheymaybecuriousaboutregardingtheanimalstheyseeinthepictures.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenw
10、hattheyalreadyknowandnewinformationtheyreadinabook.Remindthemthattheyaremorelikelytounderstandwhattheyarereadingiftheyalreadyknowsomethingaboutthetopic.Explaintostudentsthatastheyread,theyshouldthinkabouttheirexperiencewiththetopictomakeconnectionstothenewinformation in the book.Modelhowtoconnecttop
11、riorknowledge.Think-aloud:As I look at the back cover of this book,I notice that the picture is of a fox.I already know that foxes have fur and bushy tails.I predict that the book is going to tell me where animals,such as the fox on the back cover,live.I may learn other new information about this an
12、d other animals,but the section on foxes may be easier for me to read because I can connect the new information with what I already know.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Comprehension Skill:Main idea and detail
13、s Remindstudentsthatamainideaisthegeneraltopicofabookorthesubjectofasection of a book.Details are the extra facts or descriptions that give the reader more information.Explaintostudentsthatauthorsoftengivedetailsaboutatopictohelpthereaderunderstandinformationthatmaybenewtothem.Providingdetailscanhel
14、pthereaderpicturethesubjectmoreclearlyinhisorhermind.Provideasimplemodelofidentifyingamainideaanddetail.Drawasampletwo-columncharton the board.Write the heading People above the left column and the heading Details above the right column.Modeltheskillofidentifyingmainideaanddetails.Think-aloud:The to
15、pic,or main idea,of my chart is People.Writeyournameinthefirstcolumnandthenwriteadetailaboutyourself,eitherphysicalorsomethingaboutyourpersonalpreferencesortalents.The detail I listed will help you to know a little more about me and would help you form a more complete picture of me in your mind if y
16、ou were to read the chart without looking at me.Asagroup,addstudentnamestothelist.Haveeachstudentprovideadetailabouthimorherselfthatmaybenewinformationtotheclass,andwriteitonthechart.Explainthataftertheyreadthebook,studentswillmakeasimilarchartthatincludeseachanimal,orthesectionsmainidea,anddetailsa
17、bouttheanimalstheyreadabout.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:elk,giraffe,and hippos.Readeachwordaloudtostudents.Pointouttostudentsthatthesethreewordscanbefoundinthestory.Encouragestudentstoconsiderwhattheyalreadyknowaboutthesethreeanimals.Dividestuden
18、tsintosmallgroupsand provide each group with three sheets of blank paper.Have students write one content vocabularywordoneachpieceofpaper.Invitestudentstodiscusseachanimalwithintheirgroupand illustrate their knowledge on the sheets of paper provided.Invite groups to share their illustrations and fin
19、dings.Animals,AnimalsLesson Plan(continued)LEvELE E3 Learning AZ All rights reserved.www.readinga- Havestudentsfollowalongonpage3asyoureadaboutelk.Askstudentstocomparetheirthoughtsonelktotheinformationprovidedinthestory.Explaintostudentsthatbyconsideringwhattheyalreadyknowaboutelkinadditiontotheinfo
20、rmationinthetext,theycanbetterunderstandthisvocabularyword.Invitestudentstoconsiderthephotographsonpage3andexplainthatillustrationsorphotographsinabookcanalsobeahelpfulwaytobetterunderstandthemeaningofaword.Repeattheexercisewiththeremainingvocabularywords.Set the Purpose Havestudentsreadthebooktofin
21、doutaboutvariousanimals.Remindthemtostopaftereverycoupleofpagestothinkaboutwhattheyalreadyknowaboutanimals,suchaswheretheyliveandwhattheyeat.Thinkingabouteachanimalwillhelpthemrememberinformationwhentheyhave finished reading.During ReadingStudent Reading Guide the reading:Givestudentstheircopyoftheb
22、ookandhavethemputafingeronthebottomof page 7.Encourage them to read to the end of this page.Have students reread the pages if theyfinishbeforeeveryoneelse.Whentheyhavefinishedreading,askstudentswhatwordstheyhadtroublewith.Thenhavethem point out the animals that were familiar to them.Have them tell h
23、ow thinking about what theyalreadyknewaboutsomeoftheanimalshelpedthemastheyread.Havestudentstellaboutsomeofthenewdetailsandinformationtheylearned.Think-aloud:When I read about elk,I read that they live in the mountains.I remembered a time when my family and I saw an elk on the side of a mountain as
24、we were driving while we were on vacation.If I didnt already know that elk live in mountains,it might have been harder for me to understand that part of the book.Check for understanding:Havestudentssharesomeofthethingstheythoughtaboutastheyreadinformationonthepagessofar.Selectvolunteerstoshareconnec
25、tionstheymadebetweenpriorknowledgeandthetext.Askotherstudentstoexplainthedetailsthathelpedthemunderstandand picture the information.Havestudentsreadtheremainderofthebook.Encouragethemtoconnectnewinformationtotheirpriorknowledgeastheyread.Explainthatnotingdetailsabouteachanimalwillhelpthemtoremembera
26、ndbetterunderstandwhattheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowt
27、heycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelpedthem.Reinforcehowthinkingaboutwhattheyalreadyknowaboutthetopicofthebookhelpsthemunderstandandrememberwhattheyreadandkeepsthemactivelyeng
28、agedinthetext.Think-aloud:When I came to page 6 and saw the picture of the camel,it reminded me of when I went to a petting zoo and touched a camel.I even sat on its back and went for a ride!Thinking about this while I read made that section quite easy for me.Checkstudentunderstandingbyinvitingthemt
29、oshareconnectionstheymadewiththesectiononcamelsoranyothersectionofthebook.Animals,AnimalsLesson Plan(continued)LEvELE E4 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Askstudentswhichanimalstheywerealreadyfamiliarwithinthebook.Invitethemtosharesomethingth
30、eyalreadyknewabouttheanimal(s)andsomethingnewthattheylearned.Askiftheythoughtaboutotheranimalsastheyreadthebook.Check for understanding:Explaintostudentsthatithelpsthemrememberinformationtheyreadinnonfictionbooksiftheycanorganizethekeyfactsonagraphicorganizer.Givestudentstheircopyofthemain-idea-and-
31、detailsworksheet.Explainthattheycanlistsomeoftheanimalstheyreadabout(themainideaofeachsection)inthefirstcolumnanddetailsabouttheanimalsinthesecondcolumn.Whentheyhavefinishedfillinginthechart,theywillhaveasummaryofthekeyinformationinthebook.Say:The first animal I read about was the elk.I will write t
32、his in the first column.I read that elk run fast and that they live in the mountains.I will write elk in the column under Animal and fast runners and live in the mountains under Detail.Havestudentsrecordtheexampleontheirworksheet.Check for understanding:Have students find the next animal in the book
33、 and tell some of the characteristicsorkeyfactsaboutthatanimal.Iftheyarecorrect,havethemwritetheinformationon their worksheet.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Havethemsharetheirresponseswhentheyhavefinished.Enduring understanding:Inthisbook,youreadaboutsomeo
34、fthemanyfascinatinganimalsinourworld.Likepeople,animalscomeinawidevarietyofshapes,sizes,andcolors.Eachoneisbeautifulandspecialinitsownway.Thereareanimalsallaroundusinnature,thoughsometimeswedonttakethetimetonoticethemorseethespecialthingsaboutthem.Thenexttimeyouareoutside,findaninsectorotheranimalin
35、natureandreallylookatit.Askyourself:What do I notice?Do I see something Ive never seen before?Taketimetoappreciateallthebeautythatnature and the animal world have to offer.Build SkillsPhonological Awareness:Segment syllables Explaintostudentsthateverywordcontainsoneormoreparts.Explainthatthesepartsa
36、recalled syllables.Saythewordanimal.Explaintostudentsthatyouaregoingtocountthesyllablesorpartsintheword.Repeatanimalclappingateachsyllable:an-i-mal.Explaintostudentsthatyouclappedthreetimesbecausetherearethreeparts,orsyllables,inthisword.Saythewordgiraffeandaskavolunteertoclapandcountthesyllables.Re
37、peatwiththefollowing words:elk,elephant,camel.Check for understanding:Havestudentsworktogethertocountsyllablesofwordsinthebook.Givestudentsanumberofsyllables,suchastwo,andhavethemsearchforwordswithtwosyllables.Repeatwithanothernumberofsyllables.Phonics:Short vowel a Writethewordanimalsontheboardands
38、ayitaloudwithstudents.Havestudentssaytheshortvowel/a/sound.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentstheshortvowel/a/sound in the word animals.Check for understanding:Write the following words that contain the short vowel/a/soun
39、d on the board,leaving out the vowel:map,pan,that.Sayeachword,oneatatime,andhavevolunteerscome to the board and add the letter that represents the short vowel/a/sound to each word.Independent practice:Introduce,explain,and have students complete the short vowel a worksheet.If time allows,discuss the
40、ir answers.Animals,AnimalsLesson Plan(continued)LEvELE E5 Learning AZ All rights reserved.www.readinga-Grammar and Mechanics:Adjectives Revieworexplaintostudentsthatanoun is a person,place,or thing.Writethefollowingwordsontheboard:red hair.Draw a line under hair and explain that this isanoun,orathin
41、g.Thendrawacirclearoundred and explain that this is an adjective,or a describing word.Theadjectivegivesinformationaboutthenounbydescribingit.Adjectivestellwhat kind,which one,or how many.Havestudentsturntopage4.Askavolunteertogiveafactthattellssomethingaboutthesizeofa giraffe(tall).Explainthatthewor
42、dtallisanadjectivethatdescribesagiraffe.Askstudentstofindthewordslong trunks on page 5.Write the words on the board.Have a volunteercircletheadjective(long)anddrawalineunderthenounitdescribes(trunks).Check for understanding:Havestudentsgothroughthebooktocircletheadjectivesandunderlinethenounstheydes
43、cribe.Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their answers.Word Work:Synonyms Revieworexplainthatsynonyms are words that have similar meanings.Provide an example bywritingthewordlargeontheboard.Readitaloudandaskavolunteertonam
44、eawordwithnearlythesamemeaning,suchashuge,big,and so on.Explainthatauthorsoftenvarythewordstheyusetomakethetextmoreinteresting.Explain tostudentsthatwhenusingsynonymsinwriting,itisimportanttochoosethecorrectword asasynonymtokeepthemeaningconsistentandclear.Havestudentsturntopage3.Saythewordfastandha
45、vethemlocateitonthepage.Askvolunteerstooffersynonymsforfast,andlistthemontheboard.Readthesentenceonpage3,substituting fastwithanewword.Havestudentscheckforaccuracyofsentencemeaningwiththeuseofeachsynonym.Check for understanding:Repeattheprocesswiththewordcoldonpage12.Brainstormsynonymsand read each
46、sentence on the page,substituting coldwithasynonymfromthelist.Havestudentscheckeachsentencesmeaning.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehom
47、etoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticeidentifyingmainideaanddetailsastheyread.Extend the ReadingInformational Writing ConnectionHavestudentsresearchananimalnotmentionedinthebook.Askthemtofindalittle-knownfactabouttheanimal.Havethemdeterminehowthespecialattributeofthean
48、imalaffectsthewaytheanimallives,looks,movesaround,andsoon.Havestudentswritewhattheylearnedabouttheirchosen animal.visit WritingA-Zforalessonandleveledmaterialsonexpositorywriting.Art ConnectionHavestudentsuseinformationtheygatheredintheWritingConnectionactivitytodrawapicture oftheanimaltheychose.Enc
49、ouragethemtoincludethespecialdetailorattributeoftheiranimalin their drawing.Animals,AnimalsLesson Plan(continued)LEvELE E6 Learning AZ All rights reserved.www.readinga-Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.
50、Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussion