原版英语RAZ 教案P60-Ocean Animals.pdf
Ocean AnimalsP P1 Learning AZ All rights reserved.www.readinga-Focus Question:How are ocean animals the same?How are they different?Book SummaryText Type:Nonfiction/InformationalWithin the vast ocean,there exist many fascinating creatures.Ocean Animals provides students with an entertaining and detailed glimpse into this ocean community.The book can also be used to teach students how to determine the main idea and supporting details and to effectively ask and answer questions.The books and lesson are available for levels J and M.Guiding the ReadingBefore ReadingBuild Background Placeontheboardphotographsofvariousanimals,including an assortment of ocean animals.Have students work with a partner to discuss different ways to classify the animals in the photographs.Invite partners to share their findings with the class.Pointoutthatonewaytosorttheanimalsisbytheirhabitat,or where they live.Ask students to identify which animals would live in the ocean,in warm climates,cold climates,and so on.Introduce the Book GivestudentstheircopyofOcean Animals.Guidethem to the front and back covers and read the title.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,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers consider what they know and dont know about a topic before beginning to read.Create a KWLS chart on the board.Invite students to share their knowledge of ocean animals and record this information in the K column of the chart.Ask students what questions they have about ocean animals and record these questions in theWcolumn.PointoutthattheL column is to record what they have learned from the book and the S column is for information they still want to know that was not included in the text.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatbooksoftenhaveamainidea,or a general idea that is the subject of the book.Pointoutthatthedetailsaretheextradescriptions and information that help readers to better understand the book.Lesson EssentialsInstructional Focus Ask and answer questions Determine main idea and supporting details Describe information provided by photographs Identify consonant sh digraph Recognize and use adjectives PlacewordsinalphabeticalorderMaterials BookOcean Animals (copy for each student)Main idea and details,adjectives,alphabetical order worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:endangered(adj.),mammals(n.),pollution(n.),predators(n.),prey(n.),reptiles(n.)Enrichment:blend(v.),latching(v.),lobes(n.)Academicvocabulary:allow(v.),community(n.),instead(adv.),protect(v.),through(prep.),use(v.)Ocean AnimalsP P2 Learning AZ All rights reserved.www.readinga- Explainthatthetitleofabookoftenprovidescluesabout the main idea and that the details in the book are also related to the main idea.Havestudentsworkwithapartnertopredictthemain idea of the book,using information from the title,photographs,and illustrations.Invite students to share predictions with the rest of the class.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutoceananimals.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Where do ocean animals spend their time?(level 1)page 3 How are mammals and reptiles similar?How are they different?(level 2)multiple pages In what ways are walruses and California sea lions similar?How are they different?(level 2)pages 6 and 8 How is the great white shark different from all other sea animals?(level 1)page 10 How are leatherback turtles similar to blue whales?How are they different?(level 2)pages 13 and 14 How are the animals that live in the ocean part of a community?(level 3)multiple pages What is the effect of pollution and hunting on the ocean animal community?How can that effect be changed?(level 3)page 15Text Features:PhotographsExplain that photographs are helpful when reading because they provide the reader with important information about the topic.Have students work in small groups to review the photographs on pages 3 and 4.Ask students:How does the photograph on page 3 help you to better understand that ocean animals are a part of a community?How do the photographs on page 4 help you understand more about ocean animals?Have student review other photographs in the book and discuss as a class why the author chose to include each one.Have students compare and contrast the illustration of each ocean animal to the photograph.SkillReview ReviewthequestionslistedintheKWLSchartwithstudents.Ask volunteers to share information from the book that answered their questions and record this information in the L column.Invite students to share new questions that arose as they read and record them in the W column.Remind students that not all questions will be answered in the book and this information should be listed in the S column.Invite students to discuss where they might be able to find more information about ocean animals.Reviewwithstudentstheirpredictionsforthemainidea of this book.Model identifying main idea and details.Think-aloud:This book is providing me with information about different ocean animals.Before I began reading,I used the title of the book and the photographs and illustrations to make a prediction about the books main idea.After reading the beginning of this book,I know that the main idea is many kinds of animals living in the ocean form an ocean community.I know that every book has details that help explain the main idea.For example,on the cover page,I see a photograph of a dolphin.Because a dolphin is an animal that lives in the ocean community,I know that dolphin is a detail that supports the main idea.Modelhowtocompletethemain-idea-and-details worksheet.Have students identify details from the book and circle them.Then,have students discuss the details in small groups.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Main idea and detailsReview the main-idea-and-details worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details they recorded.Guiding the Reading(cont.)Ocean AnimalsP P3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Responses should include the following information:Ocean animals are similar in that they all spend some time in the water and are mobile.Additionally,ocean animals all find their food within the ocean and can be harmed by pollution and hunting.Ocean animal are different in that some spend their whole lives in the water while other are capable of being on land.Some ocean animals are mammals,some are fish,and others are reptiles.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonics:Consonant sh digraph Writethewordssharp and splash on the board and read them aloud with students.Havestudentssaythe/sh/soundaloud.Then,runyour finger under the letters in the word sharp as students say the whole word aloud.Ask students to identify which letters represent the/sh/sound in the word sharp.Repeat this process with the word splash.Writethefollowingwordsontheboard,leavingout the consonant sh digraph:wish,fish,ship,shark,dish,shop,mash,shack,shake.Invite volunteers to the board to add the sh digraph to each word and then read the words aloud as a class.Check for understanding:Have students work with a partner to reread pages 7 through 10 and circle all the words containing the consonant sh digraph.Discuss each groups findings as a class.Grammar and Mechanics:Adjectives Writethefollowingsentenceontheboard:As a dolphin,my sleek body and strong tail help me swim.Ask students to identify the word that describes body(sleek)and the word that describes tail(strong).Explain that sleek and strong describe the parts of the dolphin.Remindstudentsthatadjectives are words that describe people,places,and things.Adjectives are often placed right before the person,place,or thing they are describing in a sentence.Havestudentsrereadpages6and7aloudwitha partner.Invite them to underline all of the adjectives.Have partners share their findings with the class.Check for understanding:Have students work with a different partner to reread pages 9 and 10 and underline the adjectives.Invite partners to share their findings with the class.Independent practice:Introduce,explain,and have students complete the adjectives worksheet.If time allows,discuss their answers.WordWork:Alphabetical order Explaintostudentsthatsometimeswordsareorganizedinalphabeticalorder.Pointoutthatalphabetical order is determined by looking at the first letter of each word and then deciding which letter comes first in the alphabet.Writethefollowingwordsontheboardandreadthem aloud with students:ocean,teeth,dolphin,fish,turtle.Underline the first letter of each word.Pointoutthatthewordsteeth and turtle begin with the same letter.Explain that when two words begin with the same letter,you must look at the second letter of each word to determine the correct order.Model for students how to place the words in alphabetical order.Check for understanding:Write the following words on sentence strips and invite volunteers to the front of the room to display the words:whale,sea horse,ocean,turtle,octopus,sand,walrus.Read each word aloud for students.Have students turn to a partner and discuss how to place the words in alphabetical order.Invite a volunteer to arrange the students holding the sentence strips in the correct order.Have the class give a thumbs-up signal if the order is correct.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
