原版英语RAZ 教案raz_laa07_little_lp.pdf
LittleLesson PlanLeveLaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Book Page Count:10 Word Count:24Book SummaryThe companion book to Big,Little introduces children to a variety of smaller things,including a little bug,a single-engine plane,a bonsai tree,and a Chihuahua.Cute illustrations emphasize the concept of“little”and keep readers interested.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Makeconnectionsbetweenthetextandpriorknowledge Classifyinformation Initialsounddiscrimination IdentifyinitialconsonantLl Identifyandusenouns IdentifyanduseantonymsMaterialsGreentextindicatesresourcesavailableonthewebsite BookLittle(copy for each student)Chalkboardordryeraseboard Classify information,initial consonant Ll,nounsworksheetsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency word:a Content words:Story critical:baby(n.),bug(n.),car(n.),dog(n.),house(n.),little(adj.),mouse(n.),plane(n.),tree(n.)Before ReadingBuild Background Askstudentswhatitmeanstobelittle.Havethemlookaroundtheclassroomtofindthingstheymight call little.Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheymight read about in a book called Little.(Acceptanyanswersstudentscanjustify).Askstudentswhatislittleinthepicturesonthecovers.Askiftheyhaveeverseenorheldaverysmallanimal.LittleLesson Plan(continued)LeveLaaaa2 Learning AZ All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Explainthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthetopicofthebookwillhelpthemunderstandwhattheyread.Modelhowtomakeconnectionstopriorknowledge.Think-aloud:I find ladybugs in my garden all the time.Theyre tiny compared to other insects,so I have to look hard to find them.Knowing about ladybugs helps me understand why theres a picture of a ladybug on the back cover of a book called Little.Showstudentsthetitlepageandaskwhatcluestheillustrationgivesaboutthebook.Modelmakingapersonalconnectiontothepictureandencouragestudentstotellwhythepictureisina book called Little.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Reinforcenewvocabularyandword-attackstrategiesbypointingtoawordonthepage,suchasbug.Askstudentswhatlettertheyseeatthebeginningoftheword.Askwhatsoundthisletterstandsfor.Havestudentslookatthepictureandthentellwhatwordtheythinkstartswith/b/andmakessenseinthesentence.Repeatwithothervocabularywordsifnecessary.Remindstudentstolookatthebeginningandendingsounds,andotherpartsthattheyrecognize,tohelpthemsoundoutwords.Theyshouldalsocheckwhetherthewordmakessenseby looking at the picture or rereading the sentence.Set the Purpose Havestudentsthinkabouthowthelittlethingsinthebookarelikethingstheyhaveseen.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3.Readthewordtogether(A).Pointoutwheretobeginreadingoneachpage.Remindstudentstoreadwordsfromlefttoright.Pointtoeachwordasyoureaditaloudwhilestudentsfollowalongintheirownbook.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemreadtotheendofpage4,usingtheirfingertopointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Whentheyhavefinished,askstudentswhatthingstheyreadaboutthatarelittle.Discussthatalthough the bird,birdhouse,and dog are little compared to some objects,they are not the same size.Think-aloud:I saw a birdhouse like the one on page 3 at the store where I buy birdseed.The birds that use it are little.Only little birds can get in the hole.Im going to keep looking for other little things I know about as I read the rest of the book.Havestudentsreadtheremainderofthebook.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.LittleLesson Plan(continued)LeveLaaaa3 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Reinforcehowusingwhattheyalreadyknewaboutthingsthatarelittlehelpedthemunderstandwhattheyread.(Connectinglifeexperiencesandusingpriorknowledgeofatopichelpsstudentspersonallyrelatetoandrememberwhattheyhaveread.)Invitestudentstoshareadditionalwaystheyconnectedtopriorknowledge.Think-aloud:Thinking about things that are little helped me understand the book as I read it.I wanted to keep reading the book to see if the little things in the book were things I had seen before.Teach the Comprehension Skill:Classify information Discussion:Askstudentswhatalltheitemslistedinthebookhaveincommon(theyarelittle).Introduce and model:Revieworexplainthatwhenstudentsread,theycanorganize,orclassify,theinformation they read in groups of things that are the same.Remind students that organizing informationhelpsthemrememberwhattheyveread.Think-aloud:Ive seen many bugs before.Compared to my size,bugs are little.I can put them into a group called Little Things.Ive also seen elephants.Compared to my size,elephants are big.I can put them into a group called Big Things.Check for understanding:Askstudentswhohaveseenababytoraisetheirhands.Pointoutthatbabiesaresmallerthanthem,andthattheycanbeputintoagroupcalled“LittleThings.”Askstudentswhohaveseenabugtoraisetheirhands.Reinforcetheideathatmanytypesofbugsare little and that they can all be put into a group called“Little Things.”Independent practice:Introduce,explain,andhavestudentscompletetheclassify information worksheet.Discusstheirresponses.Extend the discussion:Instructstudentstousethelastpageoftheirbooktodrawapictureofsomethinglittletheyhaveseen.Havestudentssharetheirpictureswiththegroup.Build SkillsPhonological Awareness:Sound discrimination Havestudentslistenwhileyousaythesounds/m/and/m/.Tellthemthatthetwosoundsarethesame.Havestudentsrepeatthesoundswithyou.Tellstudentsthatyouaregoingtosaysomesounds.Youwantthemtonodtheirheadifthesoundsarethesameandshaketheirheadnoifthesoundsaredifferent.Modeltheactivitybysaying the sounds/m/and/m/again and nodding your head.Then have students listen carefully whileyousaythesounds/m/and/s/andshakeyourheadno.Usethefollowingpairsofsounds,pausingbeforeeachsoundpair:/b/t/;/f/f/;/l/l/;/s/r/;/a/a/;/d/d/;/p/l/.Ifstudentshavedifficultywithasoundpair,havethemlistenwhileyourepeatthesounds.Havethemsaythesoundswithyou.Phonics:Initial consonant Ll Writetheupper-andlowercaseletterLlontheboard.Askstudentstonametheletter.Tellstudents the letter Llstandsforthe/l/sound.Havestudentsrepeatthesound.Havestudentslookatthecoverofthebookandpointtotheletterthatmakesthe/l/soundinthewordlittle.Writethewordslap,leg,lip,lot,and lugontheboard.Pointoutthateachwordhasadifferentvowelinthemiddlebuttheyallstartwith/l/.Modelsoundingoutthefirstwordbyblendingthesoundswhilerunningyourfingerundertheletters:/lll/aaa/p/.Holdthesounds,exceptforthestop sound p,foronesecond.Thenhavestudentssoundoutthewordwithyouwhileyourunyourfingerundertheletters.Repeatfortheremainingwords.Check for understanding:Askindividualstudentstocometotheboardandcircletheletterthatmakesthe/l/soundinthewords.LittleLesson Plan(continued)LeveLaaaa4 Learning AZ All rights reserved.www.readinga- Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant Ll worksheet.Completethefirstwordasanexample.Whentheyhavefinished,discusstheiranswers.Grammar and Mechanics:Nouns Tellstudentsthatnounsarespecialwordsthatnamepeople,places,and things.Provide an examplefromthebook:A baby is the name of a person.A house is the name of a place.A car is the name of a thing.Askstudentstofindothernounsinthebook.Reinforcethatallthethingsthatarelittleinthebook are nouns.Independent practice:Introduce,explain,andhavestudentscompletethenounsworksheet.Iftimeallows,discusstheirresponses.Word Work:Antonyms Tellstudentsthattherearewordsthatmeantheoppositeofanotherwordandprovideexamples.Say:The opposite of day is night.The opposite of up is down.What do you think the opposite of little is?Tellstudentsthatwordsthatareoppositesarecalledantonyms.Check for understanding:Tellstudentsyouaregoingtosayawordandyouwantthemtotellyouthewordsopposite.Saythefollowingwordsoneatatime:up(down);tall(short);mean(nice);fast(slow);soft(hard);in(out);yell(whisper);night(day);sour(sweet).Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Studentsmayalsoreadwithapartnerandtaketurns reading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Withsomeone at home,have them classify information about objects at home that are little.Extend the ReadingWriting and Art ConnectionInstructstudentstoworkwithapartnertocreatealittleimaginaryanimalandwriteasentencetodescribeit.(Allowinventedspellingortakedictationforstudents.)Social Studies and Science ConnectionProvideanimalbooksorotherresourcesanddiscusswithstudentsthesmallestflyinganimalintheworld(bumblebeebat)andthesmallestinsect(fairyfly).AssessmentMonitor students to determine if they can:makeconnectionsbetweentheirpriorknowledgeandthetext classifythingsaccordingtosizeduringdiscussionandonaworksheet orallydiscriminateinitialsoundsduringdiscussion associatetheletterLlwiththesound/l/duringdiscussionandonaworksheet recognizenounsduringdiscussionandonaworksheet recognizeantonymsduringdiscussionComprehension Check Retelling Rubric
