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1、1City AnimalsLesson PlanLeveLE E Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:109Book SummaryCity Animals is an informative book that introduces readers to animals that may be found in cities.Students will read about unusual c
2、ity animals,such as hawks and opossums and animals with which they are more familiar,such as dogs and squirrels.The repetitive text pattern is illustrated with photographs.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictions Identify
3、mainideaanddetails Blendphonemes Identifyinitialconsonants-blends Recognizeverbs ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookCity Animals(copy for each student)Chalkboardordryeraseboard Mainideaanddetails,initialconsonants-blend worksheets Word
4、journal(optional)Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-fre
5、quency words:live,they Content words:Story critical:dogs(n.),ducks(n.),geese(n.),hawks(n.),mice(n.),opossums(n.),pigeons(n.),raccoons(n.),squirrels(n.)Enrichment:animals(n.),cities(n.)Before ReadingBuild Background Askstudentstotellyoukindsofanimalsthatliveintheirarea.Writethenamesoftheseanimalson t
6、he board.Have them tell you what these animals eat and where they can be found.Askstudentstodescribewhattheyknowaboutacity.Askthemwhatkindsofanimalslivein a city.Have students discuss what these animals might eat and where they might live in the city.2City AnimalsLesson Plan(continued)LeveLE E Learn
7、ing AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhat they think they might read about in a book called City Animals.(Acceptanyanswerthatstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage
8、(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revise,and confirm predictions Explainthatgoodreadersmakepredictions,orguesses,aboutwhatwillhappeninastory.explain that making predictions can help people to make decisions,solve problems,and learn newinformation.Emphasiz
9、ethatknowinghowtomakepredictionsismoreimportantthanwhether the prediction is right,or confirmed.Modelusingthecoverpicturesofthebooktomakeaprediction.Think-aloud:I know that readers can look at the cover of a book to get an idea of what the book is about.Looking at the cover pictures,I see four anima
10、ls.I have seen these animals before.I know that they are raccoons.I know that raccoons can get into trash cans and make big messes as they search for food.I wonder if this book is about messy raccoons that live in the city.Making predictions about the book gets me thinking about it and gives me a pu
11、rpose for reading because I want to find out if my predictions are right.Havestudentsusethepicturesonthecoversandtitlepagetomakeapredictionbeforereadingthe book.Invite them to share their prediction.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in t
12、his section.Introduce the Vocabulary Havestudentsturntopage5intheirbook.Pointoutthewordducks.Askstudentstolookattheletters at the beginning and ending of the word.Have students look at the picture on the page andtellyoutheword.Repeatwithothervocabularywordsifnecessary.Remindstudentstolookatthebeginn
13、ingandendingsounds,andotherpartsthattheyrecognize,tohelpthemsaywords.Theyshouldalsocheckwhetherawordmakessensebylooking at the picture or rereading the sentence.Encouragestudentstoaddthenewvocabularywordstotheirwordjournals.Set the Purpose Havestudentsreadtofindoutifthewordsinthebookconfirmtheirpred
14、ictionsbasedonthetext and the pictures.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word onpage3.Readthewordtogether(Many).Pointoutwheretobeginreadingoneachpage.Remindstudentstoreadwordsfromlefttoright.Pointtoeachwordasyoure
15、aditaloudwhilestudents follow along in their own book.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemread to the end of page 6,using their finger to point to each word as they read.encourage students who finish before others to reread the text.Modelrevisingaprediction.Thi
16、nk-aloud:Before reading,I predicted that I would read about messy raccoons that live in the city.So far,Ive read about many animals that live in the city.I wonder what other animals live in the city.I know that people often have dogs as pets.I predict that I will also read about these animals.3City
17、AnimalsLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Havestudentsthinkaboutthepredictiontheymadebeforereading.Invitethemtosharetheoutcomes of their predictions.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,and/or confirm predictions as they
18、 read the rest of the story.Have students 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 Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read
19、 these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Invitestudentstodiscusswhethertheirpredictionsturnedouttobetrueo
20、rwhethertheyneededtoberevised.Reinforcethatmakingpredictionsaboutwhattheyarereadinghelpsthemgetmeaning from the book and gives them a purpose for reading.Think-aloud:I predicted that dogs also live in the city.This prediction was correct.I learned that people often bring their dogs to the park.Discu
21、ssadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Main idea and details Discussion:Askstudentswhatnewthingstheylearnedaboutanimalsthatliveincities.Askwhether they were surprised by any of the animals living in the city and to tell why.Introduce and model:explai
22、n to students that books they read have a main idea that tells what the book is about.The title of the book and the pictures can be clues to identify the main idea.Discuss the main idea of this book.(Different kinds of animals live in the city.)explain that there are facts in the book that tell abou
23、t the kinds of animals.Think-aloud:Page 3 doesnt give me any details about animals that live in cities,but page 4 does.It tells me that mice live in cities.This detail tells about the main idea.Check for understanding:Havestudentsturntopage5intheirbook.Havethemtellyouanotherdetail that supports the
24、main idea.Independent practice:Introduce,explain,and have students complete the main-idea-and-details worksheet.If time allows,discuss their answers.extend the discussion:Instructstudentstocircletheanimal(s)thatdontliveintheirarea.Discuss why animals live in different places.Build SkillsPhonological
25、 Awareness:Blend phonemes Saythewordducksbysegmentingthesounds:/d/u/k/s/.Modelhowtoblendthesoundstogether to say the word.Saythefollowingwords,oneatatime,bysegmentingthesoundsinthewords:geese,park,pond,swim,live,nest,feed,trash,food.Have students blend the sounds together to say the words.Phonics:In
26、itial consonant s-blends Havestudentsturntopage5andreadthesecondsentence.Askthemtofindawordthatstartswiththe/sw/sound.Writethewordswim on the board and circle the sw blend.explain that the sounds of the letters s and w blend together to make the/sw/sound.Tell students that this is called an initial
27、consonant blend.4City AnimalsLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Writethefollowinginitialconsonants-blends on the board:sc,sk,sl,sm,sn,sp,st,and sw.Havestudentsbrainstormwordswitheachblend.Writethesewordsontheboard.Independent practice:Introduce,explain,and h
28、ave students complete the initial consonant s-blend worksheet.If time allows,discuss their answers.Grammar and Mechanics:Verbs Havestudentsrereadpage3.Askthemtotellyouwhichwordtellswhatthepeopleandtheanimals do in cities(live).Have them circle the word.Check for understanding:Have them reread page 4
29、 and find two words that tell what the mice do(live,eat).Independent practice:Have students work in pairs to find all the words in the rest of the book that tell what the animals and people do.Students should find the words live,swim,make,like,feed,come,bring,take,and see.Whenstudentshavefinished,ha
30、vethemsharetheirwords.Correctany inappropriate answers by asking whether the word is something that tells what the animals or people do.Word Work:Alphabetical order Writethewordsmice and ducksontheboard.Underlinethefirstletterineachword.Askstudents what letter comes first in the alphabet:m or d.Revi
31、eworexplainthatwordsaresometimesplacedinalistbyABC,oralphabetical,order.Wordsare placed in alphabetical order by looking first at the initial letter in each word and deciding which letter comes first in the alphabet.explain that ducks would come first in an alphabetical list.Independent practice:Lis
32、t the content vocabulary words out of order on the board.Have students writethewordsinalphabeticalorderonaseparatepieceofpaper.Whentheyhavefinished,discuss their answers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of t
33、he book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting and Art ConnectionHave students use the pattern of the book(animal+something it does)and invented spelling to write about an animal they have seen recently.F
34、or example,Cats live in cities.They sit in the sun.Or,Cats live in the country.They eat mice.Have them draw a picture of the animal they wrote about.Math Connection Makeabargraphusingthenamesofthecityanimalsinthebook.Askeachstudenttowritehisorher name on a line on the graph to show the city animals
35、he or she has seen.Tally the names to find out which animal(s)students saw most and least often.Skill Review Discussion cards 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
36、 used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.5City AnimalsLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Distributebeforereadingthebookandhavestudentsuseoneofthequesti
37、onsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:makelogicalpredictionsaboutthebookandrevise/confirmastheygetmoreinformation identifythedetailsabouttheanimalsinthebookandrecordtheseinthecorrectspaceson the worksheet chart blendsoundstosaywholewords readwordswithinitialconsonants-blends in the book and on a worksheet correctlyidentifytheverbsinthebook accuratelyplacealistofwordsinalphabeticalorderComprehension Checks BookQuiz RetellingRubric