原版英语RAZ 教案Q58-Puffins.pdf
PuffinsQ Q1 Learning AZ All rights reserved.www.readinga-Focus Question:How does the appearance of each species of puffin change during its breeding season?Why do these changes occur?Book SummaryText Type:Nonfiction/InformationalPuffins are unusual and fascinating birds that have captured peoples imaginations.Nicknamed“clowns of the sea,”these skillful birds are well known for their unmistakably distinct appearance.Students will enjoy detailed photographs that support the text.The book can also be used to teach students about asking and answering questions and discerning fact or opinion.The book and lesson are also available for levels T and W.Guiding the ReadingBefore ReadingBuild Background Discusswithstudentsthattheappearanceofsome animals can change.Have students provide examples of animals that change their appearance such as chameleons and snow hares.Make a list of theseanimalsontheboard.Discusswithstudentswhy an animals appearance might change.Explaintostudentsthattheywillbereadingabouta specific type of bird that changes its appearance each year.Introduce the Book GivestudentstheircopyofPuffins.Guidethemto the front and back covers and read the title.Have students discuss what they see on the covers.Encouragethemtoofferideasastowhattypeofbook it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationon the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplaintostudentsthatengagedreadersconsiderwhat they know and dont know about a topic before beginning to read.Point out that creating questions before,during,and after reading is an important skill that helps readers understand and enjoy a book.Introduce and explain the KWLS/ask-and-answer-questions worksheet.Have students complete the K section of their worksheet with information they already know about puffins.Invite them to record their questions about puffins in the W section of their worksheet.Explaintostudentsthattheywillbelookingfor answers to their questions while they read the book as well as recording new questions as they arise.Lesson EssentialsInstructional Focus Ask and answer questions to understand text Identify fact or opinion Recognizeandusecontractions Describeinformationprovidedby text features Understand and use synonyms and antonymsMaterials Book:Puffins(copy for each student)KWLS/ask and answer questions,contractions,synonyms and antonyms worksheets Discussioncards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but not the book WordstoKnowStory critical:breeding season(n.),burrow(n.),coastal(adj.),mate(n.),nesting group(n.),spines(n.)Enrichment:climate change(n.),tufted(adj.),webbed(adj.)Academicvocabulary:adult(n.),contrast(v.),features(n.),prepares(v.),types(n.),unique(adj.)*PuffinsQ Q2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Fact or opinion Discusswithstudentsthedifferencebetweenfictionandnonfiction.Explaintostudentsthatreaders need to evaluate the information they read in a nonfiction text,and one way to do that is to discriminate between fact and opinion.Write the words fact and opinion ontheboard.Remindstudents that a fact is a detail that is true and can be proven.An opinion is what someone thinks,feels,or believes about something.Havestudentsturntoapartnerandstateonefactabout the classroom such as there are twenty-five students in our class.Then,have students state an opinion about the class such as our class is the best class in the world!Have students share their examples with the class,and discuss with students how to differentiate between fact and opinion.Discusswithstudentswhyitisimportanttobeable to identify fact and opinion when reading nonfiction books.VocabularyHave students turn to the“Words to Know”box on the copyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage16.Explainthat the glossary provides definitions for the vocabulary words in the book.Point to each 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.Ask students to 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 Havestudentsreadtofindoutmoreaboutpuffins.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeaquestionmarkintheirbookbeside any word they do not understand or cannot pronounce.Encouragethemtousethestrategiesthey have learned to read each word and figure out its meaning.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encouragestudentstosupporttheiranswers by citing evidence from the book.Why are puffins called“clowns of the sea”?(level 1)page 4 How does the appearance of a puffin change from living at sea to living on the coast during breeding season?(level 1)page 6 What are the four different types of puffins?(level 2)pages 710 How can people tell the difference between the four types of puffins?(level 2)pages 710 Which types of puffins are the most similar?(level3)multiple pages Why is it important for puffins to attract a mate?(level3)multiple pages Whydoestheauthorbelievethatpuffinsarewonderful,special birds?(level3)multiple pagesText Features:PhotographsExplainthatphotographsarehelpfulwhenreadingbecause they provide the reader with important information.Have students review the photographs throughout the book and discuss how the photographs inthebooksupportthetext.Discusswhytheauthorchose to include photographs of puffins.Have students explain how the photographs support their understanding of the change in puffins appearance and the difference between the types of puffins.Ask students:How do the photographs help you understand how a puffins appearance changes during breeding season?In what way do the photographs help you understand the differences between the types of puffins?SkillReview Remindstudentstoconsiderthequestionstheyrecorded in the W section of their KWLS/ask-and-answer-questionsworksheetastheyread.Guidestudents to record answers to these questions in the L section of their worksheet.Have students turn to a partner and discuss how asking and answering questions helps a reader be more effective.Modelidentifyingfactoropinion.Think-aloud:I know that when I read a nonfiction book,I need to evaluate the information provided by the author.One way to look at the information is to consider whether it is fact or opinion.As I read about puffins,I know that much of the information is factual,or can be proven.For example,the author states that puffins can flap their wings 400 times in one minute.I know that this information is a fact because this information can be proven.The author also states that she believes puffins are special and wonderful birds.I know that this is an opinion because it is not something that can be proven and it shows how the author feels about puffins.Havestudentsworkwithapartnertounderlinetwo sentences in the text that state a fact and two sentences that state an opinion.Invite students to share their findings.Guiding the Reading(cont.)PuffinsQ Q3 Learning AZ All rights reserved.www.readinga-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:KWLS/askandanswerquestionsReviewtheKWLS/ask-and-answer-questionsworksheet.Have students share any remaining questions they have about puffins and record these questions in the S sectionoftheirworksheet.Discusswith students other sources that might provide answers to these questions.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the focus question.(Students should include that during breeding season,puffins beaks and feathers change considerably to better attract a mate.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Contractions Writethefollowingsentenceontheboardfrompage 4 of the text:If youve ever seen a puffin,youre not likely to forget it.Circle the contractions youve and youre.Explainthatsometimesinwritten and spoken language,we combine two words to make a contraction.When the two words are joined,some of the letters are taken out and replaced by an apostrophe.In this example,youve comes from you have and youre comes from the words you are being combined.An apostrophe takes the place of the letters ha in the contraction youve and the letter a in the contraction youre.Pointoutthewordhavent in the second sentence on page 4 and ask students what two words are used in this contraction(have not).Askstudentsiftheycannameothercommoncontractions and write a list on the board.Checkforunderstanding:Have students reread page 15.Have them circle all the contractions on the page(theyre,theyll,its,youll).Ask them to turn to a partner and take turns telling what two words make up each contraction.Independentpractice:Introduce,explain,and have students complete the contractions worksheet.If time allows,discuss their answers.WordWork:Synonyms and Antonyms Writethewordlittle on the board.Ask students to suggest a word that means almost the same thing(tiny,small,miniature).Revieworexplainthataword that means the same or almost the same as another word is called a synonym.Ask students to suggest a word that means the opposite of little(large,huge,giant).Revieworexplainthatawordthat means the opposite of another word is called an antonym.Have students turn to page 11 and locate the fourth sentenceonthepage.Readthesentencealoudandrecord it on the board:Some types of puffins dig burrows in soft soil.Circle the word soft.Ask students to suggest a word that means the same or almost the same as soft(mushy,squishy).Ask students to suggest a word that means the opposite of soft(hard,firm).Checkforunderstanding:Givepairsofstudentsathesaurus.Ask them to find the word soft and have them name the synonyms listed.Have them find the antonyms for soft.If needed,provide additional practice using the thesaurus.Independentpractice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss answers aloud after they are finished.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
