原版英语RAZ 教案raz_laa66_citystreet_lblp.pdf
City Streetaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What do you see in a city?Book SummaryText Type:Nonfiction/ConceptWhat do you see in a city?In the book City Street,students will get to view the sights of the city.They will see people,food,buildings,and more.The book can also be used to teach students how to identify the main idea and details as well as how to locate and classify nouns.Guiding the ReadingBefore ReadingBuild Background Postaphotoofacitystreetontheboard.Askstudents to work with a partner to identify all the things they see in the photograph.Invite volunteers to share their response with the whole class.Record their responses on board.Discusswithstudentswhythesethingsarelocatedin a city.Have students draw on a separate piece of paper a picture of one of the items found in a city.Invite volunteers to share their picture with the rest of the class.Introduce the Book GivestudentstheircopyofCity Street.Guidethemto 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.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:VisualizeExplain to students that engaged readers visualize,or create pictures in their mind,as they read.Explain that readers make pictures in their mind using information from the story and what they already know about the topic.Pointoutthatthepicturesinastorycanaddinformation to visualizations.Have students close their eyesasyoureadpage4aloud.Askstudentstodrawa picture of what they visualized.Invite volunteers to share their visualization with the rest of the class,and discuss how their pictures compare to the picture in the book.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatmoststorieshaveabig,ormain,idea,which is what the story is mostly about.Explain to students that supporting details are the information that describes the main idea.These supporting details make the main idea stronger.Lesson EssentialsInstructional Focus Visualize to understand text Identify main idea and details Describeinformationprovided by illustrations DiscriminateinitialconsonantBb Identify initial consonant Bb Recognize and use nouns Identify and use the high-frequency word theMaterials Book:City Street(copy for each student)Main idea and details,initial consonant Bb,nouns worksheets Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency word:the WordstoKnowStory critical:buildings(n.),bus(v.),city(n.),food(n.),people(n.),sidewalk(n.),steps(n.),street(n.),taxi(n.)City Streetaaaa2 Learning AZ All rights reserved.www.readinga- Readthetitletostudentsandexplainthattitlesoften provide clues about the storys main idea.Have students work in groups to predict the main idea.Invite volunteers to share their predictions with therestoftheclass.Guidetheclasstoanagreementthat the main idea is many things can be found in a city.Record the main idea on the board.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Pointoutthatthesewordscanbefound in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to the students and as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutcitystreets.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.Where do people walk in the city?(level 1)page 4 What kinds of buildings are in the city?(level 1)page 6 How do people travel in the city?(level 2)pages79 What do people do on a city street?(level 2)pages810 Why did the author write this book about the city?(level 3)multiple pagesText Features:IllustrationsExplain that pictures,or illustrations,are an important part of a story because they provide the reader with additionalinformation.Readpage9aloudtostudents.Have students work with a partner to review the pictureonpage9.Askstudents:What additional information did you learn from the picture?Why are pictures an important part of the story?Have students review other pictures in the story and discuss in groups what types of pictures they would include in the story and why.Invite volunteers to share their thoughts with the rest of the class.Skill Review Modelforstudentshowyoucreatevisualimagesasyou read,and direct them to stop at several points during the reading to draw a picture of what they visualize.Invite volunteers to share their pictures withtherestoftheclass.Discusswithstudentshowtheir pictures compare with the pictures in the book.Havestudentsworkingroupstoperiodicallyreviewthe main idea and discuss the details they have read.Have groups share their details with the rest of the class.Record the details on the board.Modelidentifyingdetailstosupportthemainidea.Think-aloud:We determined earlier that the main idea of this story is many things can be found in the city.The story is providing me with many details about a city street:the steps,the sidewalk,the buildings,and so on.All of these facts give me information about things that can be found in the city,so I believe they are all details that support the main idea.Modelhowtocompletethemain-idea-and-details worksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine whether they support the main idea.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Skill ReviewGraphic 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 chose,and have students point to the main idea on the board.Have students justify their answers.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvary.Reasons should include all of the items named in the story,for example:In the city you can see buildings,a bus,a taxi,food,people,the sidewalk,the street,and steps.Answersmightalsoincludesomethingsonly shown in the pictures,such as people playing music and people walking dogs.)Comprehension Check Retelling rubricGuiding the Reading(cont.)City Streetaaaa3 Learning AZ All rights reserved.www.readinga-Book Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant Bb Saythewordbus aloud to students,emphasizing the initial/b/sound.Have students say the word aloud and then say the/b/sound.Have students practice saying the/b/sound to a partner.Readpages6through8aloudtostudents.Havestudents clap their hands when they hear a word that begins with the/b/sound.Invitestudentstoplaythe“Imgoingonatrip”game.Explain that they can only take things with them that begin with the/b/sound.Have students take turns completing the following sentence aloud:Im going on a trip,and Im taking a _.”Check for understanding:Saythefollowingwords one at a time,and have students give the thumbs-up signal when they hear a word that begins with the/b/sound:building,taxi,boy,cat,big,busy,and street.Phonics:Initial consonant Bb Writethewordbus on the board and read it aloud with students.Havestudentssaythe/b/soundaloud.Then,runyour finger under the letters in the word bus as studentssaythewholewordaloud.Askstudents to identify which letter represents the/b/sound in the word bus.Check for understanding:Write the following words on the board,leaving off the initial consonant:big,bad,bag,and bug.Invite a volunteer to come to the board and add the initial consonant to the first word.Then have the students read the word aloud.Repeat with the remaining words.Independent practice:Introduce,explain,and have students complete the initial consonant Bb worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Explaintostudentsthatnouns are words that name people,places,and things.Showstudentsapictureof a store,a boy,and a tree.Have volunteers to identify the pictures and tell which one is a person,which one is a place,and which one is a thing.Havestudentsturntopage5inthestory.Invitestudentstoreadthepagetogether.Askstudents to point to the word that names a thing(food).Check for understanding:Have students look through thebooktolocatenouns.Askthemtosharewitha partner three nouns they found and tell whether each is a person,place or thing.Independent practice:Introduce,explain,and have students complete the nouns worksheet.If time allows,discuss their answers.WordWork:High-frequency word the Writethewordthe on the board and read it aloud with students.Explain to students that they will often see this word in books they read and they should memorize it so they can decode it right away.Spellthewordaloudwhilestudentswriteeachletter in the air.Writethefollowingsentenceontheboard:The buildings are tall.Read it aloud with students and discuss the meaning of the word the.Havestudentspracticespellingthe on top of their desk or in the air.Check for understanding:Have students work in pairs to create oral sentences using the word the.Call on students to share a sentence with the rest of the class,and ask other students to give a thumbs-up signal if they used the word the correctly.Connections Seethebackofthebookforcross-curricularextension ideas.
