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1、Anna and the Painted EggsLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:537Book SummaryAnna sees her mother taking brightly painted easter eggs out of a box.She learns that they were painted over one hundred years
2、ago by her grandmothers grandmother in Ukraine.Annas Grandmother Sasha tells her several stories,including one about painted eggs.As Anna listens to the stories,she learns how to paint pysanky eggs with her grandmother.Illustrations support the text.About the LessonTargeted Reading Strategy Connectt
3、opriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandtext Sequenceevents Identifylong/a/digraphs Recognizeandusequotationmarks PlacewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookAnna and the Painted Eggs(copy for each s
4、tudent)Chalkboardordryeraseboard Dictionaries Sequenceevents,long/a/digraphs,quotationmarks worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstratedby projecting the book on interactive whiteboard or completed with paper and pencil if b
5、ooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonV.Content words:Story critical:fair(n.),hatched(v.),music box(n.),pysanky eggs(n.),Ukrainian(adj.),village(n.)Enrichment:brightly(adj.),kistka(n.),market(n.),wind(v.)Before ReadingBuild Background WritethephraseE
6、aster eggs on the board.Ask students if they celebrate easter,if so ask if they haveeverpaintedeggsatEaster.Havethemexplaintheprocess.Discussthereasonsforpaintingeggs and what they do with the eggs after painting them.If students do not celebrate easter,ask if there is a holiday that they celebrate
7、in the spring.Askstudentstosharestories,traditions,oritemsthatarepasseddownthroughtheirfamilies.Anna and the Painted EggsLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandr
8、eadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Intr
9、oduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnew information they read.Remind students that thinking about what they already know about the topic of the book will help them understand what they read.Modelusingpriork
10、nowledgetoreadandunderstandtext.Think-aloud:When I read a book,I try to think about what I already know about the topic of the book before I begin reading.When I read the title of this book and look at the pictures on the covers,I think this book is about Easter eggs.I already know some things about
11、 Easter eggs.My family gets ready to celebrate Easter by decorating eggs.On the evening before Easter,we boil the eggs and make many cups of colored dye.We dip the eggs in the dye to make brightly colored eggs.Sometimes we write on the eggs with a white crayon so that when the eggs are dipped in the
12、 dye,the words show up.On Easter Sunday afternoon,we have an Easter egg hunt.I wonder if Anna and her family will do some of the things that my family does to celebrate Easter.Invitestudentstosharehowtheyconnectedtopriorknowledge,basedonthecoversandtitlepage of the book.Asstudentsread,encouragethemt
13、ouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Explainthatstoriesaregenerallytoldinorderfrombeginningtoend.Modelsequencingthemaineventsofastoryaboutabirthdayparty.Writekeywordsabouteachevent in order on the board
14、as you describe them to students.Think-aloud:If I wanted to tell someone a story about my birthday party,I would need to include certain events in order to tell the story correctly.In my birthday story,first we went to the park.Next,my friends and family came to the party and brought presents.Then I
15、 blew out the candles on my cake while they sang“Happy Birthday.”Next,I opened my presents.Last,I thanked my family and friends,and we all went home.Explainthatcertainwordsareoftenusedtoexplainasequenceofevents.Usethekeywordsonthe board to tell the story in order to students,including words such as
16、first,next,and last.Ask studentstoidentifythesesequencingwordsfromtheexample.Tellthestoryusingkeywordsontheboardtosequencetheeventsofthestoryoutoforder.Askstudentstoexplainwhytheorderoftheeventsisimportant(thesequenceofeventsdoesnotmakesensewhentoldoutoforder).Discusswithstudentsthatastorydoesnotmak
17、esensewhenthe events are out of order.Pointoutthedifferencebetweenthesequenceofeventslistedontheboardandaretellingof the story about the birthday party(the retelling contains more detail and description;the list shows only the events that are most important for someone to understand the story).Ask s
18、tudents to provide details for each event from the story.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:Ukrainian,hatched,and village.Anna and the Painted EggsLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga- Pointoutthatthesethreewordsc
19、anbefoundinthestoryandthattheyareplacesmentionedin the story.Give groups of students three pieces of blank paper.For each word,have them write ordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryanda
20、dictionarycontain lists of words and their definitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordhatched in the dictionary.explain that they will need to locate the word hatch as the base word.Invite a volunteer read the definition for hatched.Have students compare th
21、e dictionary definition with the glossary definition.Have them compare these with their prior knowledge of the word.Havestudentsfollowalongonpage8asyoureadthesentenceinwhichthewordhatched is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purp
22、ose HavestudentsreadtofindoutmoreaboutAnnaandthepaintedeggs.Remindthemtothinkaboutwhattheyalreadyknowaboutthetopicandthesequenceofeventsastheyread.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have them read to the end of page 6.encourage students who finish be
23、fore others to reread the text.Modelconnectingtopriorknowledge.Think-aloud:Before I began reading the story,I thought about how my family paints eggs.I used my experiences to predict what would happen in the story.When I read the first part of the story,I realized that the eggs from Annas family wer
24、e very different from the eggs that my family paints at Easter.The eggs that Annas mom was getting out of the box were large goose eggs painted over one hundred years ago.My family paints new eggs each year,and we use small chicken eggs.However,we both have family traditions that have been passed do
25、wn.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewastheyread.Allowtime for students to discuss how Annas eggs and family traditions might be similar to and different from theirs.Writethefollowingeventsontheboard:Annas mother takes Easter eggs out of a box.They are large and brightly pai
26、nted.They are Ukrainian Easter eggs called pysanky eggs.They are made from goose eggs painted over one hundred years ago.Anna also gets a music box from Grandmother Sasha.It has a dancing goose inside.After dinner Grandmother Sasha tells the story about the music box.Discussandcircletheeventsthatare
27、mostimportanttocorrectlytellthestory(Annas mother takes Easter eggs out of a box.They are Ukrainian Easter eggs called pysanky eggs.Anna also gets a music box from Grandmother Sasha.After dinner Grandmother Sasha tells the story about the music box.)Askstudentstotellwhatthestoryismostlyaboutsofar(An
28、nasfamilysEastereggs).Reviewthecircledeventsontheboard.Pointoutthattheotherinformationincludesdetailsthatarenotnecessarytothesequenceofevents.Check for understanding:Have students read to the end of page 12.encourage them to share how they connected to prior knowledge as they read.(Accept all answer
29、s that show students understand how to connect to prior knowledge.)Askstudentstonameadditionalimportantstoryeventsandlocatetheminthebook.Discusstheimportant events as a class and write them on the board in order.Anna and the Painted EggsLesson Plan(continued)LeveLL L4 Learning AZ All rights reserved
30、.www.readinga- Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetothinkaboutwhatthey already know about easter eggs as they read the rest of the story.Remind them to continue thinkingaboutthesequenceoftheimportantstoryeventsastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanyword
31、theydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.
32、Reflect on the Reading Strategy Think-aloud:As I read page 14,I thought about the stories that Grandmother Sasha tells to Anna.She tells the stories as she teaches Anna how to paint the eggs.I thought about how my aunts tell stories as well.I have learned many special things about my family because
33、of the stories my aunts share with me during the holidays.I know that many families share stories in this way.I cant wait to tell these stories to my children someday.Havestudentsdrawapictureonaseparatepieceofpapershowinghowtheyconnectedtopriorknowledge while reading about Annas eggs.Invite them to
34、share and explain their picture to the rest of the class.Askstudentstoexplainhowthinkingaboutwhattheyalreadyknewhelpedthemtounderstandand remember the story.Reflect on the Comprehension Skill Discussion:Reviewthesequenceofeventsinthestory.Explainthatgoodreadersthinkaboutthesequenceofeventsinastoryto
35、helpthemrememberwhattheyread.Independent practice:Have students complete the sequenceevents worksheet.Enduring understanding:In this story,you learned that Grandmother Sasha tells stories to Anna about the reasons the special easter eggs are made.Now that you have read and thought about thisstory,do
36、youthinkitisimportanttolearnthingsfromfamilymembers?Whyorwhynot?Build Skills Phonics:Long/a/vowel digraphs Writethewordpaint on the board.Have students find the word on page 6 and read the sentence in which it is found.Askstudentswhatvowelsoundtheyhearintheword(long/a/).Circletheai in the word and e
37、xplain that in some words,two vowels together,called a vowel digraph,make one sound.Have students brainstorm additional examples of ai words and have them write the words on the board(main,pail,paid,maid,and so on).Writethewordaway on the board.Have students find the word on page 7 and read the sent
38、ence in which it is found.Askstudentswhatvowelsoundtheyhearattheendofthewordaway(long/a/).Circletheay and explain that ay is another common digraph for the long/a/sound.Have students brainstorm additional examples of ay words and have them write the words on the board(day,say,May,hay,stay,and so on)
39、.Check for understanding:Have students look through the book to find and highlight examples of long/a/vowel digraphs.encourage them to compare their answers with a partner.Independent practice:Introduce,explain,and have students complete the long/a/digraphs worksheet.If time allows,discuss their ans
40、wers.Anna and the Painted EggsLesson Plan(continued)LeveLL L5 Learning AZ All rights reserved.www.readinga-Grammar and Mechanics:Quotation marks Writethefollowingsentenceontheboard:“Theyre real eggs?”asked Anna.Ask students which words in the sentence are being spoken.explain that quotation marks ar
41、e the punctuation marksarounddialogueinabook.Discussthedifferencebetweenwhatisbeingsaidaloudbythecharacter(Theyre real eggs)and what is not(asked Anna).Havestudentsturntopage5inthebook.Readthepagealoudasstudentsfollowalong.Askstudentstogivethethumbs-upsignalwhiledialogueisbeingreadaloudandgivethethu
42、mbs-down signal when a character is not speaking.Check for understanding:Discussthedifferentwordsusedinthetexttoindicatedialogue.Pointoutthatwordscomedirectlybeforeorafterthequotationmarkstoshowwhichcharacterisspeaking.Askstudentstofindthewordsusedinthebook.Writethemontheboardasstudentsfind them(sai
43、d,asked,read,explained).Independent practice:Introduce,explain,and have students complete the quotationmarksworksheet.If time allows,discuss their responses.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthat if the first letter of two wo
44、rds is the same,they must compare the next two letters instead.Writethewordsbrightly and painted on the board.Have a volunteer explain which word would appear first in alphabetical order(brightly)and why(because b comes before p in the alphabet).WritethewordsEaster and eggs ontheboard.Pointoutthatth
45、ewordsbeginwiththesameletter(e).Ask a volunteer to tell which word would appear first in alphabetical order and to explain his or her thinking(Easter,because the second letter,a,in Easter comes before the second letter,g,in eggs).Writethewordsdinner and dancing on the board.Have a volunteer explain
46、which word would appear first in alphabetical order(dancing)and why.Check for understanding:Writethefollowingwordsontheboard:mother,grandmother,family,dye,goose,music,drawing.Have students write the words in alphabetical order and explain their thinking on a separate piece of paper.Build Fluency Ind
47、ependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticetellingthesequenceofeventsinthestorytosomeoneathome.Ex
48、tend the ReadingRealistic Fiction ConnectionHave students draw a picture of a face that shows a feeling.Under the picture,have students write one sentence telling about their picture.Remind students to use capital letters and periods.visit WritingAZ for a lesson and leveled materials on narrative wr
49、iting.Social Studies Connection Providebooks,maps,andInternetresourcestohelpstudentslocateUkraineandlearnmoreaboutthecustomsofthiscountry.Alsoprovideotherexamplesofotherfolktalesfromthiscountry.Discusswhat they have learned about the people of Ukraine based on the folktales.Anna and the Painted Eggs
50、Lesson Plan(continued)LeveLL L6 Learning AZ All rights reserved.www.readinga-Skill Review Discussioncards covering comprehension skills and strategies not explicitly taught with the bookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecards canbeusedwithstudents:Useasdiscussionstar