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1、Wheres the Joey?Lesson PlanLeveLJ J1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:362Book SummaryYour students have heard of kangaroos and koalas,but that is probably the extent of their knowledge about marsupials.Teach them m
2、ore about a fascinating subclass of animals in Wheres the Joey?This nonfiction book is broken into sections for easy reading,with photographs and maps providing supporting information.emergent readers will ask and answer questions as they discern the main idea and details of the book.About the Lesso
3、nTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifymainideaanddetails Discriminateinitialconsonant/j/sound IdentifyinitialconsonantJj Recognizeanduseverbs RecognizeandusemeasurementwordsMaterialsGreen text indicates r
4、esources available on the website.BookWheres the Joey?(copy for each student)Chalkboardordryeraseboard Photographsofakangarooandakoala Rulers KWL/ask and answer questions,main idea and details,initial consonant Jj,verbs worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Alla
5、ctivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:very,what Content words:Story critical:Australia(n.),habitat(n.),joey(n.
6、),marsupial(n.),pouch(n.),Tasmania(n.)Before ReadingBuild Background Tapephotographsofakangarooandakoalatotheboard.Havestudentsidentifytheanimals.Write the words kangaroo and koalaontheboard.Readthewordsaloudwithstudents.Askstudents to share with a partner everything they know about koalas and kanga
7、roos.Wheres the Joey?Lesson Plan(continued)LeveLJ J2 Learning AZ All rights reserved.www.readinga- DrawaKWLchartontheboard.RevieworexplainthatK stands for what they already know about a topic,the W stands for what they want to know,and the L stands for what they learn aboutthetopicastheyread.Callonr
8、andomstudentsandhavethemshareonefacttheyknowabout kangaroos or koalas,and record the information in the K column.IntroduceandexplaintheKWL/ask-and-answer-questionsworksheet.HavestudentsfillouttheK column on their worksheet,using the information on the board and anything else they already know about
9、kangaroos and koalas.Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Wheres the Joey?(Acceptallanswersthatstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,auth
10、orsname).Introduce the Reading Strategy:Ask and answer questions Remindstudentsthatgoodreadersaskandanswerquestionsastheyread.Explainthatreadersusepriorknowledgeorinformationtheyreadinthebooktohelpthemformquestions.Remindstudents that asking and answering questions helps readers better understand an
11、d remember the information in the book.Directstudentstothetableofcontents.Explaintostudentsthatthetableofcontentsprovidesan overview of what the book is about.each section title offers a clue about what they will read in the book.Modelusingthetableofcontentstogeneratequestions.Think-aloud:The first
12、section in the book is titled WhatsaJoey?The title is a question!I dont know what a joey is either,so that is a question I have,too.Ill have to read that section to find out.I am going to record that question on my KWL chart so I remember to look for the answer.I will write the question in the W col
13、umn,because it is something I want to learn about.Havestudentslookattheothersectiontitlesandthecoverandtitlepage.Askstudentstowritequestions they have,on the basis of this information,on their KWL worksheet.Invite volunteers tosharesomeofthequestionstheyrecorded.Recordthesequestionsontheboard.Previe
14、wtherestofthebookwithstudentsanddiscussthepictures.Remindstudentstorecordany further questions they think of as they go through this process.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea an
15、d details Remindstudentsthatthemainideaisthegeneraltopicofthebook,andthatdetailsaretheextra facts or descriptions that give the reader more information.explain to students that sometimes the amount of information about a topic is so large that it is grouped into sections,each section having its own
16、main idea.Rereadthesectiontitlesinthetableofcontentstogether.Explaintostudentsthateachsectionwill have its own main idea and details.Identifying the main idea and details of each section will help the reader understand and remember the content of the book.Readpage4aloudtostudents.Modelhowtoidentifyt
17、hemainideaandsomesupportingdetails.Think-aloud:I know that titles can sometimes help me identify the main idea,so I begin by looking at the title of this section:“Whats a Joey?”The title shows me that this section will be about joeys.I also know that in nonfiction,I can sometimes find the main idea
18、in the first sentence.The first sentence of this paragraph tells me that a joey is a baby marsupial.I read the details on the page:that a marsupial is an unusual animal,that joeys are carried in a pouch,and that the joey stays hidden inside the pouch as it grows.These details all describe a joey.On
19、the basis of what Ive read,I think the main idea of this section is summed up in the first sentence:Ajoeyisababymarsupial.Wheres the Joey?Lesson Plan(continued)LeveLJ J3 Learning AZ All rights reserved.www.readinga- Introduceandexplainthemain-idea-and-details worksheet.Drawachartontheboardsimilarto
20、the one on the worksheet.explain to students that the class can use this chart to keep track of the main idea and details of each section in the book.Write the main idea and three details from this section in the chart on the board.Askstudentstowritethemainideaforthesectiontitled“WhatsaJoey?”Explain
21、tostudents that every section will have many details supporting the main idea of that section.They need to choose at least one detail to record on their worksheet.encourage students to think about the details they will choose as they read the rest of the section.Introduce the Vocabulary Whilepreview
22、ingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage4,youmightsay:I see a tiny baby in this picture.Everyone point at the baby.A baby kangaroo is called a joey.What letter does the word joey begin with?Thats right,the letter Jj.Find the word joey on t
23、his page.Remindstudentstolookatthepictureandusetheword-decodingstrategyoflookingatthefirstsoundtofigureoutadifficultword.Forexample,pointtothewordAustralia on page 6 and say:I am going to check the picture and think about what would make sense to figure out this word.The picture shows a continent co
24、lored in red.Im not sure what continent is spelled the way this word is spelled.The word begins with the letters Aus and I know the sound those letters together make.I know the beginning sound,and I know that it is a continent because of the picture and the rest of the sentence.The only continent th
25、at starts with that sound is Australia.I think Australia looks like that continent on the map.The sentence makes sense with this word.The word must beAustralia.Set the PurposeHavestudentsusetheirKWLchartstorecordthequestionstheyaskaboutmarsupialsandtheanswerstheyfindinthebook.Remindthemtofocusonthem
26、ainideaanddetailsofeachsection.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage4(Whats).Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoread the words from left to right.Askstudentstoplacetheirfingeronthepagenumberinth
27、ebottomcornerofthepage.Havethem read 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.Discusswithstudentsinformationtheylearnedinthissection.RecordnewfactsintheL column of the KWL chart on the board,and have stu
28、dents record the information they learned on their ownKWLworksheet.Askstudentsifanyofthisnewinformationansweredquestionstheyrecorded earlier.Modelaskingandansweringquestions.Think-aloud:I wanted to know what a joey was,and this section answered my question:a joey is a baby marsupial.I also learned t
29、hat joeys live in a pouch on their moms belly,and they grow there from a tiny baby to a big joey.I found out that marsupials are a special type of mammal that live in Australia.Now that I know all this,I have a new question.What other kind of marsupials are there?I will look for the answer to this q
30、uestion as I read.Drawanarrowbetweenthequestionanditsanswer(What is a joey?,A joey is a baby marsupial.)ontheKWLchartontheboard.Recordthenewquestion,What other kids of marsupials are there?in the Wcolumnofthechart.RecordthenewinformationlearnedintheL column.Askstudentsiftheyhaveanynewquestionsafterr
31、eadingthissectioninthebook.Instructthemto record their new questions on their KWL worksheet.Wheres the Joey?Lesson Plan(continued)LeveLJ J4 Learning AZ All rights reserved.www.readinga- Reviewthemainideaofthefirstsectionwithstudents.Askstudentstosharewithapartner newdetailstheylearnedthatsupportthat
32、idea.Recordthesedetailsinthechartontheboard.Havestudentschooseonetotwodetailsaboutjoeysfromthefirstsectionandrecorditon their worksheet.Havestudentslookatthepictureandtitleforthenextsectionstartingonpage7.Remindstudentsthatthetitleoftengivescluesaboutthemainidea.Havestudentsthink-pair-sharetheirpred
33、ictionforthemainideaofthenextsection:thinkaboutitontheirown,pairwithapartnerand discuss,and share their ideas with the class.Check for understanding:Havestudentsreadtotheendofpage10.RemindthemtofillintheirKWL chart as they read.encourage them to share questions they asked as they read,and answers th
34、eydiscoveredinthebook.(Acceptallanswersthatshowstudentsunderstandhowtoaskandanswerquestions.)RecordnewinformationintheKWLchartontheboard.Pointoutthatthestudentsreadtwosectionsinthelastfewpages.Guidestudentsinidentifyingthemainideaforthesecondsectionofthebooka kangaroo is one type of joey.Havestudent
35、scomparethemainideawiththepredictionstheymadeearlier.Callonstudentsandhavethemshareonedetailthatsupportsthismainidea.Recordtheinformationontheboardandhavestudentsfillintheappropriateboxontheirmain-idea-and-detailsworksheet.Havestudentsworkingroupstoidentifythemainideaanddetailsforthenextsectioninthe
36、book.Havethemfillintheinformationontheirworksheet.Havestudentsreadtheremainderofthebook.Remindthemtoaskandanswerquestions about marsupials.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Rea
37、ding Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Havestudentsshareanyotherquestionstheythoughtofwhilereading.Reinforcehowaskingquestions and looking for answers as t
38、hey read kept them actively involved in the reading process.Askstudentstosharetheanswerstheylearnedwhilereading.Think-aloud:Now that I have finished the book,I know much more about marsupials than I ever did before.I learned that not only are kangaroos marsupials,but so are koalas and Tasmanian devi
39、ls.A wombat is a marsupial,as well.This information answered the question that I had earlier,about other types of marsupials.I need to record the new information I learned in my KWL chart to help me remember it.RecordthisinformationintheLcolumnontheboard.HavestudentscompletetheirKWLworksheetswithany
40、finalinformationtheylearned.Pointouttostudentsthatnotallquestionsthey asked may have been answered by this book,and discuss how they could find the answers by using other resources.Askstudentstoexplainhowaskingandansweringquestionshelpedthemtounderstandandremember the information in the book.Reflect
41、 on the Comprehension Skill Discussion:Reviewthemainideasanddetailsrecordedontheboard.Fillinmoreofthechartonthebasisofinformationfromtheendofthebook.Askstudentstothinkaboutwhatallthemainideas of the different sections have in common.Lead students to the discovery that the main idea of each section i
42、s,in fact,a detail for the main idea of the entire book,which is about marsupials being an unusual animal.Wheres the Joey?Lesson Plan(continued)LeveLJ J5 Learning AZ All rights reserved.www.readinga- Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Iftimeallows,discuss thei
43、r responses.Enduring understanding:Inthisbook,youlearnedaboutmarsupialsandtheirjoeys,fromkangaroostoTasmaniandevils.Whataresomefeaturesthatmakemarsupialsuniqueanimals?Doyouthinkitisimportanttoprotecttheseanimals?Why?Build SkillsPhonological Awareness:Initial consonant/j/sound Saythewordjoeyaloudtost
44、udents,emphasizingtheinitial/j/sound.Havestudentssaythewordaloudandthensaythe/j/sound.Readthetableofcontentsaloudtostudents.Askstudentstocountthenumberoftimestheyhearawordthatbeginswiththe/j/soundinthesectiontitles(fivetimes).Havestudentshold uptheirfingerstoshowhowmanytimestheyheardthe/j/sound.Chec
45、k for understanding:Saythefollowingwordsoneatatimeandhavestudentstaptheirdeskifthewordbeginswiththe/j/sound:jam,koala,jump,baby,jeep,jar,and pouch.Phonics:Initial consonant Jj Writethewordjoey on the board and say it aloud with students.Havestudentssaythe/j/soundaloud.Thenrunyourfingerundertheletter
46、sinthewordasstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/j/soundin the word joey.Writethewordgiraffeontheboardandreaditaloudwithstudents.Pointoutthatsometimesthe letter Ggcanalsomakethe/j/sound,asinthewordgiraffe,but the letter Jj only makes the/j/sound.Havestudentsprac
47、ticewritingtheletterJj on a separate piece of paper while saying the/j/sound.Check for understanding:Writethefollowingwordsthatbeginwiththe/j/soundontheboard,leavingofftheinitialconsonant:joke,junk,jog,jet,and jaw.Sayeachword,oneatatime,andhave students trace the letter that is missing in the air.In
48、vite volunteers to come to the board and add the initial Jj to each word.Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant Jj worksheet.If time allows,discuss their answers.Grammar and Mechanics:Verbs Havestudentsstandupandjumpattheirdeskslikeakangaroo.Writethewordju
49、mp on the boardandreaditaloudwithstudents.Reviewwithstudentsthatverbs are words that name actions.Readpage5aloudwithstudents.Havestudentslistenforwordsthatdescribeactions.Havestudentsrereadthepagewithapartnerandpointatalltheverbstheyseeonthepage.Call onpartnersandhavethemshareoneverb;recordtheverbon
50、theboard.Continueuntilall verbs(except the word is)are recorded.Explainthatthewordis is also a verb.Write the word on the board and read it aloud with students.explain that the word is is a form of the verb to be.Conjugatetheverb:I am,you are,he/she is,they are.Pointoutthatwhilethismaynotseemlikeana