原版英语RAZ 教案P54-The Other Book of World Records.pdf
The Other Book of World RecordsP P1 Learning AZ All rights reserved.www.readinga-Focus Question:How did Shorty get into“The Other Book of World Records”?Book SummaryText Type:Fiction/RealisticHave you ever wanted to set a world record?Read The Other Book of World Records to see how Shorty does just that!Colorful illustrations and engaging text will keep students interested in this story.The book can also be used to teach students how to sequence events in a story as well as the proper use of contractions.The book and lesson are also available for levels J and M.Guiding the ReadingBefore ReadingBuild Background Discusswithstudentsworldrecordsandhowtheyare achieved.Have students work with a partner to discuss any world records they have heard of or read about.Have students share their ideas with the class.Explaintostudentsthattheywillbecompetingtoset a class record for who can tiptoe the fastest.Place a start line and a finish line on opposite ends of the floor with tape.Have students line up to tiptoeracefromthestartlinetothefinishline.Explainthatthestudentwhocrossesthefinishline on tiptoes without falling down wins.Invite volunteers to point out who set the class record for the tiptoe race.Introduce the Book GivestudentstheircopyofThe Other Book of World Records.Guidethemtothefrontandbackcovers and read the title.Have students discuss whattheyseeonthecovers.Encouragethemtooffer ideas as to what type of book it is(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:RetellExplaintostudentsthatengagedreadersstopnowandthenwhiletheyarereadingtoretellintheirmindwhat has happened so far in the story.Stopping to retell the events of the story helps readers understand andrememberwhattheyarereading.Explainthatwhenretellingastoryorevent,itisimportantthatthe details are explained in order,or sequence.Using abookthattheclasshasrecentlyreadorafamiliarstory,demonstratehowtoretellastoryinorder.Invite volunteers to help you with the retelling.Introduce the Comprehension Skill:Sequence eventsReview or explain that stories are generally told in aspecificorderfrombeginningtoend.Explainthatcertain words are often used to explain a sequence Lesson EssentialsInstructional Focus Retell to understand text Sequence events Describeinformationprovidedbyaglossary Identify consonant th digraph Recognize and use contractions IdentifyandusetimeandorderwordsMaterials Book:The Other Book of World Records(copy for each student)Sequenceevents,contractions,timeandorder words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear inapre-madelessonforthistitleonVocabularyAZ.com.WordstoKnowStory critical:consultancy(n.),making(n.),memorabilia(n.),pogo stick(n.),records(n.),sarcastic(adj.)Academicvocabulary:already(adv.),create(v.),prove(v.),record(n.),research(n.),through(prep.)The Other Book of World RecordsP P2 Learning AZ All rights reserved.www.readinga-of events.Write the following words on the board andreadthemaloudwiththeclass:first,next,and last.Review with students a book the class has previously read.Have students work in groups to sequence the events of the story,using the words first,next,then,and finally in their retelling.Have students work with a partner to predict the events for The Other Book of World Records on the basis of the illustrations.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explainthattheglossaryprovidesdefinitionsforthevocabulary words in the book.Point out the use of eachcontentwordandacademicvocabularywordin the book,and then use each word in a different modelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeon each poster the word and its part of speech,the definition,thewordinanexamplesentence,and apictureillustratingthemeaningoftheword.Set the Purpose HavestudentsreadtofindoutmoreabouthowShorty sets a record in“The Other Book of World Records.”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 QuestionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.Why does Ruby create“The Other Book of World Records”?(level 3)pages 3 and 4 What is an officiator?(level 1)page 6 Why did Shorty wink at Ruby when Ben got his pogo stick?(level 1)page 7 How is the human maze related to the record book?(level 3)page 9 What would have happened if Shorty had fallen off his pogo stick?(level 3)multiplepages What is the sequence of events that led to Shortys record?(level 3)multiplepages What conclusions can you draw about a person who sets a world record?(level 3)multiplepages Why did Ruby ask Ben to be her assistant?(level 1)page 14Text Features:GlossaryExplainthataglossaryhelpsreadersdefinethewords that are in the book.Have students work with a partner to review the glossary on page 16.Ask students:How can you find the vocabulary words on this page in the book?What is the definition of the word memorabilia?On which page can you find the word sarcastic?Have students review other vocabulary words in the book and discuss in groups where they would be found in the book.Invite volunteers to share their thoughts with the rest of the class.SkillReview Havestudentsretellthestoryfromthebeginningto a partner.Listen to see whether they include the eventsindetailandinthecorrectorder.Encouragestudents to use transition words such as first,next,then,and finally when retelling the story.Modelsequencingeventsofthestoryusingtransition words.Think-aloud:The book is providing me with many details about the events that led to Shortys world record.First,Ruby tells Shorty that he would be setting a record.Next,Shorty stands on one leg and says the alphabet.Then,Ben says that anyone could do what Shorty was doing.Next,Shorty chews gum while standing on one leg and saying the alphabet.I will read more to find out what events happen next that lead Shorty to set a world record.Modelhowtocompletethesequence events worksheet.Havestudentsidentifyeventsfromthebookandcirclethem.Then,havestudentsdiscusstheeventswithapartneranddeterminetheirsequence.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthese words using decoding strategies and context clues.SkillReviewGraphic Organizer:Sequence eventsReview the sequence events worksheet that students completed.Havestudentssharetheirworkingroups.Invite volunteers to share with the rest of the class the orderofeventstheychose.Discusswithstudentsthejustification for choosing this order.Comprehension ExtensionDiscussioncardscoveringcomprehensionskillsandstrategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHavestudentscitespecificevidencefromthebooktoanswertheFocusQuestion.(Answerswillvary.Samples:Shorty got into“The Other Book of World Records”by jumping on a pogo stick with one leg while chewing gum and moving through a human maze.)Guiding the Reading(cont.)The Other Book of World RecordsP P3 Learning AZ All rights reserved.www.readinga-Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Phonics:Consonant th digraph Writethewordwith on the board and read it aloud to students.Ask what sound they hear at the end of the word withandwhatlettersmakethissound.Underline the consonant th digraph.Explainthattheletters t and h togethermakethe/th/sound.Write the following words on the board,leaving off the consonant th digraph:path,third,booth,throw,earth,and thump.Invite volunteers to the board to add the consonant th digraph and read each word aloud as a class.Check for understanding:Have students work with apartnertorereadpages7through11.Havethemcircle all of the words containing the consonant th digraph.Invite volunteers to share their findings with the class.Grammar and Mechanics:Contractions Writethefollowingsentenceontheboardfrompage 11 of the text:“Im getting tired.”Circle the contraction Im.Explainthatsometimesinwrittenandspokenlanguage,wecombinetwowordstomakeacontraction.When the two words arejoined,someofthelettersaretakenoutandreplacedbyanapostrophe.Explainthatinthisexample,ImcomesfromthecombinationofI and am and that an apostrophe takes the place of the letter a in the contraction Im.Pointoutthewordyouveonthebottomof page 14 and ask students what two words are used in this contraction(you have).Askstudentstonameothercommoncontractionsand write a list on the board.Check for understanding:Have students reread page9.Havethemcircleallthecontractionson the page(thats,theres,and its).Askthemto turn to a partner and take turns telling what twowordsmakeupeachcontraction.Independent practice:Introduce,explain,and have studentscompletethecontractions worksheet.Iftimeallows,discusstheiranswers.WordWork:Timeandorderwords Revieworexplainthattime and order words are often used to help readers identify a sequence of events.Providestudentswithafewexamplesoftimeandorderwords(today,first,next,then).Have studentssharewithapartnertimeandorderwordsthey know.Invite volunteers to share their words with the whole class.Havevolunteersexplaintheorderofasimpleprocess,suchasmakingapeanutbutterandjellysandwichorbrushingteeth.Usetimeandorderwords to record the steps on the board.Check for understanding:Have students reread pages5and6intheirbook.Havethemidentifytheeventsfromthesepagesandwritesentencesdescribingthesequenceusingtimeandorderwords.Ask volunteers to share their sentences.Independent practice:Introduce,explain,and have studentscompletethetime-and-order-wordsworksheet.Iftimeallows,discusstheiranswers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
