原版英语RAZ 教案D27-Our Good Night Story.pdf
Our Good Night StoryLesson PlanLeveLD D1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Descriptive Page Count:10 Word Count:74Book SummaryA girl and her mom are getting ready to read stories in their comfy chairs.Lucky,the dog,begins to bark.Does Lucky want to read a story,too?Students will have the opportunity to sequence events while connecting with prior knowledge.Detailed,supportive illustrations and repetitive phrases support readers.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandtext Sequenceevents Segmentonsetandrime Identifyshort/o/sound Recognizeandlocateperiods AlphabetizeMaterialsGreentext indicates resources available on the website BookOur Good Night Story(copy for each student)Chalkboardordryeraseboard Worldmapandglobe Sequence events,short/o/,periods worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonV.High-frequency words:I,now,our,say,to,too,we Content words:Story critical:brings(v.),buddy(n.),choose(v.),climb(v.),night(n.),read(v.)Enrichment:book(n.)Before ReadingBuild Background Writethewordbook on the board and point to it as you read it aloud to students.Repeattheprocessandhavestudentssaythewordaloud.Askstudentstoidentifybookstheyliketoreadorhavereadtothem.Discusswhere and when students like to read books.Our Good Night StoryLesson Plan(continued)LeveLD D2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhat they think they might read about in a book called Our Good Night Story.(Accept all answers that students can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Writethefollowingrepetitivesentencesontheboard:I choose _.Mom chooses _.Readthe sentences aloud,pointing to the words as you read them to students.Have students read themaloud.Explainthatthesewordsrepeatthroughoutthebook.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthe topic of the book will help them understand what they read.Modelconnectingtopriorknowledgeusingtheinformationonthecovers.Think-aloud:When I look at the picture on the cover and think about the title,I think about reading a story to my daughter before she goes to sleep.We sit on her bed and read the books she picks out.I know that people like to read books that are interesting to them.My daughter loves books about princesses.I enjoy reading mystery stories.I wonder what kinds of books the mom and daughter in this story will read.Invitestudentstosharehowtheyconnectedtopriorknowledge,basedonthecoversandtitlepage of the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplainthatstoriesaregenerallytoldinorderfrombeginningtoend.Modelsequencingthemaineventsofastoryabouttakingadogforawalk.Writekeywordsabout each event in order on the board as you describe them to student.Think-aloud:If I want to tell someone a story about taking my dog for a walk,I need to include certain events in order to tell the story correctly.In my story,first I put the leash on my dog,Max.Next,we walk out the back door and down the steps.Then,as we go through the backyard,he sniffs the ground.Next,we walk up the street,and Max greets people as we pass them.Last,we turn around and come back home.Explaintostudentsthatcertainwordsareoftenusedtoexplainasequenceofevents.Usethekey words on the board to tell the story to students in order,using words such as first,second,next,then,and last.Askstudentstoidentifythesesequencingwordsfromtheexample.Usethekeywordsontheboardtosequencetheeventsofthestoryoutoforder.Askstudentstoexplainwhytheorderoftheeventsisimportant(thesequenceofeventsdoesnotmakesensewhen told out of order).Discuss with students that a story does not make sense when the events are out of order.Pointoutthedifferencebetweenthesequenceofeventslistedontheboardandaretellingofthe story of walking the dog(the retelling contains more detail and description;the list shows only the events that are most important for someone to understand the story).Ask students to provide details for each event in the story.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:It looks as though Mom chooses a book.I wonder what book the girl will choose.Our Good Night StoryLesson Plan(continued)LeveLD D3 Learning AZ All rights reserved.www.readinga- Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordbringsonpage7andsay:I am going to check the picture and think about what would make sense to figure out this word.The picture shows the dog getting a book.When I look at the first part of the word,it starts with/br/.However,the word get starts with the/g/sound,so this cant be the word.I know that another word for get is bring.The word bring starts with the/br/sound.The sentence makes sense with this word.The word must be bring.Set the Purpose Havestudentsusewhattheyalreadyknowaboutreadingtohelpthemreadthebook.Remindthem to think about the sequence of events as they read.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3(I).Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoreadthe words from left to right.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofpage3.Havethemreadtotheendofpage5,usingtheirfingertopointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelconnectingtopriorknowledge.Think-aloud:On page 4,I see the girl and her mom choosing a book buddy to cuddle with as they read.It reminds me of the stuffed horse that my daughter cuddles as we read books together.I know that this is something people do to feel cozy and comfortable.Reading books is a relaxing activity.I wonder what might happen next in the story.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewastheyread.Cutapartthepagesofanextracopyofthebook.Placepages3through5outoforderinapocket chart or along the chalkboard ledge.Have a volunteer place the pages in order and tell the sequence of events using the sequence words listed on the board.Check for understanding:Have students read to the end of page 8.encourage them to share how they connected to prior knowledge as they read.(Accept all answers that show students understand how to connect to prior knowledge.)Usethecut-outpicturestoorderanddiscussthesequenceeventsthroughpage8.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhatthey already know about reading books to help them understand and remember new information as they read.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.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:When I read page 10,I thought about the times when I have read to my daughter and she has fallen asleep.Lucky got so comfy and relaxed in his chair that he fell asleep as Mom and the girl were reading to him.Havestudentsdrawapictureonaseparatepieceofpapershowinghowtheyconnectedtopriorknowledgewhilereadingaboutthegoodnightstory.Invitethemtoshareandexplaintheirpicture to the rest of the class.Our Good Night StoryLesson Plan(continued)LeveLD D4 Learning AZ All rights reserved.www.readinga- Askstudentstoexplainhowthinkingaboutwhattheyalreadyknewhelpedthemtounderstandand remember the story.Reflect on the Comprehension Skill Discussion:Discussthesequenceofeventsthroughtheendofthebook.Placethepicturesinorderin the pocket chart or along the chalkboard ledge.Have students practice telling the sequence of events to a partner using the pictures in the pocket chart.Independent practice:Introduce,explain,andhavestudentscompletethesequence events worksheet.Iftimeallows,discusstheirresponsesaloud.Enduring understanding:Inthisbook,youreadaboutafamilygettingcomfortableandreadingstories before bedtime.Now that you know this information,do you think reading before bedtimeisagoodidea?Whyorwhynot?Build Skills Phonological Awareness:Segment onset and rime Saythewordbookaloudtostudents.Explainthatyouaregoingtosaythewordasecondtimeandleaveoffthe/b/sound.Thensay:/ook/;book without the/b/is/ook/.Havestudentsidentifyotherwordsthatendwiththe/ook/sound(look,cook,hook).Havestudentssaythewordnight.Then have them say the word night without the/n/sound(/ight/).Check for understanding:Saythefollowingwordsaloud,oneatatime:woof,Lucky,say,now,buddy,good.Say aloud the initial sound before the vowel(onset).Ask students to say each word without the sound(s)of the onset.Phonics:Identify short/o/vowel WritethewordMom on the board and say it aloud with students.Havestudentssaytheshort/o/soundaloud.Thenrunyourfingerunderthelettersinthewordas students say the whole word aloud.Ask students to identify which letter represents the short/o/sound in the word Mom.Check for understanding:Writethefollowingwordsthatcontaintheshort/o/soundontheboard,leavingoutthevowel:not,top,dog.Say each word,one at a time,and have volunteers come to the board and add to each word the letter that represents the short/o/sound.Independent practice:Introduce,explain,andhavestudentscompletetheshort/o/worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Periods Writethefollowingsentenceontheboard:Mom chooses a book.Readthesentencealoudwithstudents.Explainthateverysentencehasasignalattheendsoreaderswillknowwhentostopreading.Ask a volunteer to come up and point to the signal at the end of the sentence.Explainthatthesignaliscalledaperiod.Havestudentssaythewordaloud.Pointoutthattheperiod is like a stop sign because it tells readers to stop reading.HavevolunteersdescribetwothingsLuckydidinthestory.Writethesentencesontheboard,leavingofftheperiods.Readthesentencesaloudtostudentswithoutstopping.Thenhavevolunteerscometotheboardandaddtheperiodtoeachsentence.Rereadthesentences,stopping with the periods.Check for understanding:Have students reread the book and highlight all of the periods.Independent practice:Introduce,explain,andhavestudentscompletetheperiods worksheet.Iftimeallows,discusstheirresponses.Our Good Night StoryLesson Plan(continued)LeveLD D5 Learning AZ All rights reserved.www.readinga-Word Work:Alphabetical order Revieworexplaintostudentsthatwordsaresometimesplacedinalistbyalphabeticalorder.Wordsareplacedinalphabeticalorderbyfirstlookingatthebeginningletterineachwordandthendecidingwhichlettercomesfirstinthealphabet.WritethewordsMom and Luckyontheboard.Underlinethefirstletterineachword.Askstudentswhichlettercomesfirstinthealphabet,M or L.ExplainthatthewordLucky would comefirstinanalphabeticallistbecausetheletterL comes before the letter M in the alphabet.Writethewordsbook and read on the board.Have students identify the initial letter in each word(b and r).Askstudentstoidentifywhichlettercomesfirstinthealphabet(b).Explainthatthe word bookwouldcomefirstinanalphabeticallist.Check for understanding:Listthesewordsinthefollowingorderontheboard:read,night,good,chair,buddy,woof.Have students write the words in alphabetical order on a separate pieceofpaper.Whentheyhavefinished,discusstheiranswers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them identify the sequence of events in the book to someone at home.Extend the ReadingRealistic Fiction Writing and Art ConnectionHave students draw a picture of themselves reading in their favorite chair with their book buddy andbook.Underthepicture,havestudentswriteonesentencetellingabouttheirpicture.visit WritingAZ for a lesson and leveled materials on narrative writing.Math Connection Makealistofbooksyouhavereadtostudentsduringtheyear.Havestudentsvoteontheirfavoritebook.Worktogetherwithstudentstomakeagraphshowingtheresults.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecards canbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentlyconnecttopriorknowledgetounderstandtext accuratelyidentifythesequenceofeventsduringdiscussionandonaworksheet accuratelysegmentonsetandrimeduringdiscussionOur Good Night StoryLesson Plan(continued)LeveLD D6 Learning AZ All rights reserved.www.readinga- identifyandwritethelettersymbolthatrepresentstheshort/o/sound during discussion and on a worksheet correctlyunderstand,locate,anduseperiodsduringdiscussionandon a worksheet correctlyunderstandhowtoplacewordsinalphabeticalorderona separate piece of paperComprehension Checks BookQuiz RetellingRubric
