原版英语RAZ 教案J02-Changes.pdf

1ChangesLesson PlanLeveLJ J Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:398Book SummaryChanges is the story of a young girls struggle to accept change.She starts at a new school,her best friend moves away,and she loses a beloved pet.Through these experiences she learns that change is part of life.Luckily,feelings can change,too.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetomakemeaningfromtext Makeinferences Segmentsyllables Identifyvoweldigraphay Identifyandusepronouns IdentifyandreadcompoundwordsMaterialsGreen text indicates resources available on the website BookChanges(copy for each student)Chalkboardordryeraseboard Wordjournal(optional)Makeinferences,voweldigraphay,compound words worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:come,here,when Content words:Story critical:changing(v.),downtown(n.),life(n.),moved(v.),remember(v.),surprise(n.)Enrichment:anywhere(adv.),everything(pron.),sometimes(adv.)Before ReadingBuild Background Discusswithstudentskindsoffeelings.Havestudentsrole-playdifferentfeelings,suchasconfusion,anger,sadness,excitement,and happiness.Explaintostudentsthatwhenchangeshappeninourlives,wecanfeelhappyandexcitedorpossiblysadandworried.Ask:Have you ever had something happen to you that you felt worried about,but everything turned out fine?Discuss events that might make students feel happy or sad,such as a friend moving away,getting a new pet,or having a new baby brother or sister.2ChangesLesson Plan(continued)LeveLJ J Learning AZ,Inc.All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhatthey might read about in a book called Changes.(Acceptanyanswersstudentscanjustify.)Askstudents what change may have happened to the girl based on the picture on the front cover.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authors name,illustratorsname).Askstudentshowthegirlinthepicturesisfeeling.Havethemmake a connection between how she might be feeling and what is shown on the front cover.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnew information they read.Remind them that thinking about what they already know about the topic of a book will help them understand what they read.Modelmakingconnectionstopriorknowledge.Think-aloud:When I look at the picture of the moving van on the cover,it reminds me of a time when I moved as a little girl.I remember that I was a little sad and nervous.I wonder whether the girl in the picture is sad and nervous,too.Ill have to read the book to find out.Askstudentstopreviewthecoversandtitlepageofthebook.Invitethemtosharehowtheyconnected to something they already knew.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Modelstrategiesthatstudentscanusetoworkoutwordstheydontknow.Forexample,theycanuse what they know about letters and sounds,base words,prefixes,and suffixes.They can also use the context to work out the meanings of unfamiliar words.Havestudentsfindtheworddowntownonpage11.Askhowtheymightreadthiswordiftheydont already know it.Suggest that they might recognize that the word is made up of two smaller words that they know,down and town.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentenceinwhichitappears.Havethemlookforothercluesinthesentencesbeforeandafterthesentence containing the unfamiliar word in order to find or confirm the meaning of the word.Haveavolunteerreadthesentencesaloud,andaskotherstoconfirmwhetheritmakessenseand whether they know the meaning of the word.Repeattheactivitywithothervocabularywordsastimeallows.Set the Purpose Havestudentsreadthebooktofindoutwhatchangeshappeninthegirlslife.Remindthem toconnectwithwhattheyalreadyknowtohelpthemunderstandandenjoythestory.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Askthemtoplaceafingeronthepagenumberatthebottomcornerofpage3.Havethemreadtotheendofpage8,usingtheirfingerto point to each word as they read.encourage students who finish before others to reread the text.Modelconnectingtopriorknowledge.Think-aloud:As I read page 5,I remembered a time when I lost my pet dog.It made me very sad and worried.Thinking about that experience helped me understand how the little girl felt when her kitty ran away.3ChangesLesson Plan(continued)LeveLJ J Learning AZ,Inc.All rights reserved.www.readinga- Askstudentswhatchangesthathappenedtothegirlinthebookhavealsohappenedtothem.Talkabouthowthishelpsthemunderstandwhatishappeninginthestory.Askwhethertheirprior knowledge has helped them read any new words.Havestudentsreadtheremainderofthebooktofindoutwhatchangeshappeninthegirlslife.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusswithstudentshowusingwhattheyalreadyknowaboutmovingorhavingafriendmoveawayhelpedthemtounderstandandenjoywhattheyread.Invitestudentstoshareadditionalexamples of how they connected to prior knowledge.Think-aloud:I remember a classmate who moved to another town with her family.I remember how sad she was about leaving her friends at school.I also remember how good she felt when she made new friends at her new school.Remembering this helped me understand how sad the girl felt when her friend moved away and also how happy she felt when she made new friends.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Make inferences Discussion:explain to students that sometimes an author will not tell everything about a story or acharacter.Theauthorexpectsthereadertousecluesinthewritingtomakegoodguesses.Inthis story,the author expects the reader to make inferences about how the character feels using what the reader already knows,the pictures in the story,and the words in the story.Introduce and model:explain to students that an inference is a good guess about something.Tell themthattheymakegoodguesseseveryday.Forexample,say:If my friend comes into the room and she is happy and laughing,I can infer,or make an inference,that she is in a good mood.If she comes in with an angry look on her face,I can make an inference that she is angry about something.Check for understanding:Askstudentswhattheywouldinferiftheyfoundtheircathidingundera bed during a thunderstorm and if the same cat always ran away when the vacuum cleaner was used(thecatisfrightenedbyloudnoises).Havestudentsrereadpage11.Askthemtomakeaninference about how the girl feels(unhappy);ask what clues in the book they used to make their guess.(The girl in the picture doesnt look very happy,and she writes that her mom has a new jobandisntathomewhenthegirlgetshomefromschool.)Independent practice:Introduce,explain,andhavestudentscompletethemake inferences worksheet.Iftimeallows,discusstheirresponses.Build SkillsPhonological Awareness:Segment syllables Saythewordairplane.explain to students that you are going to count the syllables,or parts,in the word.Repeat airplane,clappingateachsyllable:air-plane.explain that you clapped two times because there are two parts,or syllables,in this word.Saythewordmountain and ask a volunteer to clap and count the syllables.Repeat with the followingwords:children,day,teacher.Check for understanding:Havestudentsworktogethertocountsyllablesofwordsinthebook.Givestudentsanumberofsyllables,suchastwo.Havethemhuntforwordswithtwosyllables.Repeatwith another number.4ChangesLesson Plan(continued)LeveLJ J Learning AZ,Inc.All rights reserved.www.readinga-Phonics:Vowel digraph ay Writethewordplay on the board and say it aloud with students.Havestudentssaythelong/a/soundaloud.Thenrunyourfingerunderthelettersintheword asstudentssaythewholewordaloud.Askstudentswhichtwoletterstogetherstandforthelong/a/sound in the word play.Havestudentspracticewritingtheay letter combination on a separate piece of paper while saying the long/a/sound.Writethefollowingwordsthathavetheay digraph on the board,leaving off the ay:say,day,away,always.Say each word,one at a time,and have volunteers come to the board and add the aydigraphineachword.Havestudentspracticeblendingthesoundstogethertosayeachword.Independent practice:Introduce,explain,andhavestudentscompletethevowel digraph ay worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Pronouns Tellstudentsthatwritersusepronouns to replace nouns so that the name of a person,place,or thingdoesnothavetoberepeatedoverandoveragain.Writethewordswe,he,she,they,and it on the board.explain to students that these are some of the most common pronouns that writers use.Createatwo-columnchartontheboardwiththeheadingsnoun and pronoun.Havestudentsname the characters in the book(the girl,her mom,the class).List the nouns in the nouns column.Askstudentstonamethepronounsthatstandforthenouns(she,her,it,they).List the pronouns in the pronouns column.Check for understanding:On the board,write two or more sentences that include proper names and nouns.For example,write Mary liked to play with the lamb.The two boys took the dog for a walk.Askforvolunteerstosaythesentenceswithappropriatepronounsreplacingthenouns.Word Work:Compound words Writethewordeverythingontheboard.Askstudentswhichtwowordstheyseeineverything(every and thing).Review or explain that when two short words are combined to form a new word with one new meaning,the new word is called a compound word.Havestudentsturntopage7inthebook.Readthefollowingsentence:The moving van took away everything,and the house is empty.Havestudentsputtheirfingeronthewordeverything.explain to them that the definitions of the two separate words can help students figure out the meaning of the longer word(all the things).Check for understanding:Askstudentstofindotherexamplesofcompoundwordsinthebookandwrite them on a piece of paper(anywhere,sometimes,airplane,downtown).Havevolunteersread the words aloud and identify the words that make up each compound word.Independent practice:Introduce,explain,andhavestudentscompletethecompound words worksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.5ChangesLesson Plan(continued)LeveLJ J Learning AZ,Inc.All rights reserved.www.readinga-Extend the ReadingWriting and Art ConnectionHavestudentscreateadrawingofatimewhentheyorafriendmoved.Haveeachstudentuseasticky note to cover a portion of their drawing and ask a partner to guess,or infer,what part is missing.Askthepartnertowriteanexplanationsupportinghisorherthinking.Social Studies and Art ConnectionAskstudentswhethertheyhavemovedfromanotherstatetowheretheylivenow.OnamapoftheUnitedStates,markwithpinsthestateswherestudentshavelived.HavestudentsusebooksandtheInternettofindandillustratefivefactsaboutastateoftheirchoice.Collectthepagesanddisplay on a bulletin board titled State Facts.Skill ReviewDiscussion 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 used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusepriorknowledgeastheyreadthebook accuratelymakeinferencesbasedonillustrations,priorknowledge,andwordsintextduringdiscussion and on a worksheet correctlysegmentsyllables consistentlyrecognizevoweldigraphay words during discussion and on a worksheet correctlyidentifyandusepronounsduringdiscussionandonaworksheet correctlyreadandidentifycompoundwordsduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric