原版英语RAZ 教案Wildlife Rescue_LP.pdf

Wildlife RescueLesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,129Book SummaryWildlife Rescue informs readers about the rehabilitation of injured animals.It tells readers what to do if they find an injured animal and describes the many steps that are taken to rehabilitate these animals.The book also discusses disaster rescues and the release of rehabilitated wildlife.Book and lesson also available at levels R and U.About the LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsummarizingtounderstandnonfictiontext Sequenceevents Understandanduseprepositionswithinsentences Identifyhowthesuffix-ionchangesthemeaningofwordsMaterialsGreentext indicates resources available on the website BookWildlife Rescue(copy for each student)Chalkboardordryeraseboard Dictionaries Summarize,sequenceevents,prepositions,suffixesworksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may bedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)VocabularyContentwords:Story critical:ambassadors(n.),exotic(adj.),forage(v.),incubator(n.),indigenous(adj.),quarantined(v.)Enrichment:coaxing(v.),colleagues(n.),devastated(adj.),fledgling(n.),ornithologist(n.),veterinarians(n.)Before ReadingBuild Background Showstudentsacopyofthebook.Havethemlookattheanimalonthecover.Askstudentstoimaginethatthisanimalshowsupinjuredneartheirhouse.Invitethemtoexplainwhattheywould do in this situation.Askstudentsiftheyveeverseenaninjuredanimalinthewild.Encouragethemtosharetheirexperiences.Discusswhyitisimportanttogetanadultshelpandnottotouchtheanimal.Invitestudentstosharewhattheyknowabouttheprocessofhelpinginjuredwildlife.Wildlife RescueLesson Plan(continued)LEVELX X2 Learning AZ All rights reserved.www.readinga- Explainthatcaringforandrehabilitatinginjuredanimalstakesatrainedprofessional,andthatthe people who work as animal rescuers and rehabilitators need to provide the animals with adequatespace,shelter,food,attention,andmedicalcare.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhatthey see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Summarize Explainthatonewaytounderstandandrememberinformationinabookistosummarizeparagraphs,sections,orchaptersmentallyoronpaper.Explainthatasummaryisabriefoverviewofthemostimportantinformationinthetext.Readpage4aloudtostudentsandmodelsummarizing.Think-aloud:To summarize,I decide which information is important from what Ive read.Then,in my mind,I organize the important information into a few words or sentences.For example,the text on page 4 describes finding animals that are hurt or sick.I will underline this information in my book.The page also describes the people who help these animals.I will underline the words:But some people know just what to do.When I look at this important information,a summary of page 4 might be:Peoplesometimesseeanimalsthatarehurtorsick.Trainedpeoplewilldoalltheycantohelptheseanimalsgetbetter.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Comprehension Skill:Sequence events Revieworexplainthatwriterspresenttheeventsofastoryinaparticularorder.Signalwordsareoftenprovidedtohelpreadersidentifytheorderoftheevents.Askstudentstoidentifyexamplesofsignalwords(today,first,next,then,last,finally,dates,and so on).Modelhowtosequenceevents.Think-aloud:I know that a process,like a story,also has a sequence of events.For example,when I call someone on the phone,first I lift the receiver off the hook.Next,I dial the number using the number pad on the phone.Then,I hold one end of the receiver to my ear.Last,I speak into the other end of the receiver.Havevolunteersexplaintheorderofasimpleprocess,suchasmakingasandwichorgettingreadyforschool.Usetime-orderwords(first,next,and so on)to record the steps on the board.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboardinorder:fledgling,quarantined,incubator,indigenous.Givegroupsofstudentsseveralpiecesofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Revieworexplainthattheglossaryanddictionarycontainalistofvocabularywordsand their definitions.Wildlife RescueLesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga- Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Havestudentslocatetheglossaryatthebackofthebook.Inviteavolunteertoreadthedefinitionforfledgling intheglossary.Havestudentscomparethedefinitionwiththeirpriorknowledgeoftheword.Thenhavestudentsfollowalongonpage9asyoureadthesentenceinwhichthewordfledgling isfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremaining vocabulary words.Showstudentsthepictureofthebabybirdonpage15.Havethemusethevocabularywordsin the order in which they appear on the board to create a story about the rescue of the baby bird.Haveeachstudentuseonevocabularywordtoaddontothestory.Repeattheactivityafterreadingthebooktocheckforstudentsunderstandingofthevocabulary.Set the Purpose Havestudentsreadthebooktofindoutmoreaboutwildliferescue,stoppingaftereveryfewpagestosummarizetheeventsofthebookintheirmind.Encouragestudentstounderlineorrecord on a separate piece of paper the important information in each section as they read.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage8.Encouragethosewhofinishbeforeotherstorereadthetext.Whenstudentsareready,discusstheimportantinformationtheyidentified.Modelsummarizingimportantinformationinthebook.Think-aloud:I made sure to stop after the first few pages to summarize what Id read so far.First,I decided which events were important.Then,in my mind,I organized the important events into a few sentences.A summary for this section might be:Wildliferehabbershelpmanytypesofanimals who are sick,injured,or orphaned.Rehabbers are trained to care for,feed,house,treat,and handle these animals.Check for understanding:Havestudentsreadtopage12.Remindthemthataparticularorderofeventshappenswithineachofthethreesteps.Havestudentsrereadthesectiontitled“Rescue.”Invite them to share the steps that should be taken to rescue an animal(do not touch the animal,tell an adult,call a wildlife rehabber,watch the animal from a safe distance,and so on).Invitestudentstosharetheimportantinformationinthesection.Askthemtowriteabriefsummaryofthesectiononaseparatepieceofpaper.Havethemsharewhattheywrote.Havestudentsreadtheremainderofthebook.Remindthemtothinkabouttheimportantdetailsinthebooksotheycansummarizetheinformationintheirmindastheyread.Remindthemtocontinuethinkingaboutthesequenceoftheeventsinthebookastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofsummarizinghelpedthemunderstandthebook.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about wildlife rescue because I summarized the important information as I read the book.Independent practice:Introduce,explain,andhavestudentscompletethesummarizeworksheetusingoneofremainingsectionsinthebook.Havethemreadtheirsummariesaloudwhenfinished.Wildlife RescueLesson Plan(continued)LEVELX X4 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Directstudentstothetableofcontents.Askthemtoidentifythethreemajorstepsthatwildliferehabilitatorstake,usingthesectiontitlesasclues(rescue,rehabilitation,release).Askstudentstousesequencingwordstodefinethesestepsinorder.(First,they rescue the animal.Next,they rehabilitate it.Finally,whenitisready,theyreleaseitbackintothewild.)Writetheexamplesentencesontheboard,underliningthethreesequencingwords(First,Next,Finally).Independent practice:Introduce,explain,andhavestudentscompletethesequenceeventsworksheet.Whentheyhavefinished,discussanswersaloud.Enduring understanding:In this book,you read about wildlife in need of rehabilitation.Now that you know this information,how can you help protect the land in your area so that wild animals can continue to find food and shelter?Build Skills Grammar and Mechanics:Prepositions Revieworexplainthatprepositionsarewordsthatshowarelationshipbetweenthings.Theyprovide information about the location(inside,outside,and so on),direction(to,under,over,and so on),and time(after,before,during,andsoon)whensomethinghappens.Prepositionsalsocanexplaintherelationshipbetweentwowords(about,with,and so on).Listcommonprepositionsontheboard,suchas:about,after,before,below,between,during,for,in,of,out,over,through,until,and with.Askstudentstoturntopage8.Writethefollowingsentencefromthebookontheboard:Many start as volunteers who learn how to care for animals in the homes and backyards of rehabbers with special wildlife training.Pointtothewordin.Haveavolunteerexplainhowtheprepositionisusedinthissentence(itexplainswheretheylearn).Haveavolunteerdrawarabbitonthechalkboard.Haveanothervolunteerdrawaloginfrontoftherabbit.Writethefollowingsentenceontheboard:The rabbit goes _ the log.Drawalinefromtherabbitover,under,through,beside,and tothelog,oneatatime.Havevolunteers fill in the blank with the correct preposition.Check for understanding:Havestudentslookthroughthetextandcircleexamplesofprepositions.Ontheboard,recordtheprepositionsthatstudentsidentifyinthebook.Discussthetype of information each preposition provides(how,when,why,and so on)and how each one links the words in the sentence.Independent practice:Introduce,explain,andhavestudentscompletetheprepositions worksheet.Discusstheiranswersaloudafterstudentsfinish.Word Work:Suffix-ion Havestudentsdefinesuffix.(A suffixisawordpartaddedtotheendofabasewordtochangethemeaningofthewordortochangeitspartofspeech.)Havestudentsprovideexamplesofsuffixesandexplainhoweachonechangesthemeaningoftheoriginalword.Writethewordquestontheboard.Askavolunteertotellthemeaningofthewordorlookitupinthedictionary(tosearchfor).Writethewordquestionontheboard.Explainthatthesuffix-ionhasbeenaddedtomakeanewword.Askavolunteertotellthemeaningofthenewword(toaskforfurtherinformationaboutsomething).Askstudentstoexplainthesimilaritiesbetweenthemeaningsofthetwowords(bothdefinitionsinvolve the search for more information).Explainthatthesuffix-ion means the process of doing something.Writethewordmigrateontheboard.Haveavolunteerusethedictionarytofindthedefinitionof the word migrate(tomovefromoneregiontoanother).Writethewordmigration on the board.Havestudentsusethedefinitionofthewordmigrate and the-ionsuffixtoexplainthemeaningofthenewword(theactofmovingfromoneregiontoanother).Wildlife RescueLesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga- Explainthatwhenthe-ionsuffixisadded,thespellingofthebasewordmaychange.Askavolunteertotellhowthespellingofthebasewordmigratewaschangedwhenthesuffixwasadded(the ewasdroppedbeforeaddingthesuffix-ion).Check for understanding:Writethewordselevate and adopt on the board.Ask students to define eachword.Havethemtellwhetheraspellingchangeisneededwhenthesuffixisadded.Havevolunteerswritethenewwordsontheboard:elevation and adoption.Discusshowthemeaningofeachwordwasalteredwhenthesuffixwasadded.Independent practice:Introduce,explain,andhavestudentscompletethesuffixesworksheet.Discussthewordsthatstudentsmadeafterallstudentshavefinishedworkingindependently.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents discuss with someone at home the steps to take if they find a sick or injured animal.Extend the ReadingSocial Studies Connection ProvideprintandInternetresourcesforstudentstoresearchthe1989Exxon Valdez oil spill in Alaska.Havethemlookforinformationaboutinjuredwildlife,rehabilitationcenters,andtheeffortsofrehabbers.Havestudentsfindouthowmanyandwhattypesofanimalswereaffected,as well as how many releases back to the wild were possible.Informational Writing ConnectionAftercompletingtheSocialStudiesConnectiondetailedabove,havestudentswritearesearchreport on the Exxon Valdezoilspill.Havethemwritefiveparagraphsexplainingthespill,thewildlife affected,the rehabilitation efforts on behalf of those animals,the successful release of animals,and the environmental ramifications of the spill.Visit WritingAZforalessonandleveledmaterialsonexpositorywriting.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose forreading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Wildlife RescueLesson Plan(continued)LEVELX X6 Learning AZ All rights reserved.www.readinga-Assessment Monitor students to determine if they can:consistentlyusethestrategyofsummarizingtobettercomprehendthetextindiscussionand on a worksheet accuratelysequenceeventsofthenonfictiontextonaworksheet correctlyidentifyanduseprepositionsduringdiscussionandonaworksheet understandtheuseofthesuffix-ionduringdiscussionandonaworksheetComprehension Checks BookQuiz RetellingRubric