原版英语RAZ 教案raz_laa68_pickingapples_lblp.pdf
Picking Applesaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What can you see when picking apples from trees?Book SummaryText Type:Nonfiction/InformationalMany students love eating apples!But do they know where apples come from?Picking Apples shows students what they might see while apple picking,such as farmers and tractors.Detailed photographs and use of the high-frequency word the supports early emergent readers.This book can also be used to teach students how to connect to prior knowledge as well as to classify information to better understand text.Guiding the ReadingBefore ReadingBuild Background Placeontheboardaphotographofanapple.Askstudents to discuss with a partner what they know about apples,including what they taste like and how they are grown.Invite volunteers to share their answers with the class.Askstudentstothinkofatimetheyateanapple.Have students draw a picture of that apple and write one word that describes how it tastes.Invite volunteers to share their pictures with the class.Hang these pictures up around the room.Introduce the Book GivestudentstheircopyofPicking Apples.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:Connect to prior knowledgeExplain to students that effective readers make connections between what they already know and new information they read,which is called connecting to prior knowledge.Remind them that thinking about what they already know about the topic of a book will help them better understand what they read.Read the title of this story and ask students to look at the front and back covers.Invite volunteers to share what they already know about this story,on the basis of the title and cover pictures.Introduce the Comprehension Skill:Classify information Explaintostudentsthatonestrategyeffectivereaders use to understand information in a book is to group items that are alike.Deciding how to sort the information from the book into these groups is called classifying information.Lesson EssentialsInstructional Focus Connect to prior knowledge to better understand text Classify information to understand text Describe details found in photographs in the text Discriminate initial consonant/p/sound Identify initial consonant Pp Recognize and use nouns Identify and use the high-frequency word theMaterials Book:Picking Apples (copy for each student)Classify information,initial consonant Pp,high-frequency word the worksheets Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:the WordstoKnowStory critical:apples(n.),basket(n.),farmer(n.),friends(n.),ladder(n.),tractor(n.)Picking Applesaaaa2 Learning AZ All rights reserved.www.readinga- Putstudentsintosmallgroups.Giveeachgrouppictures of a variety of fruits and vegetables.Have students work together to sort the food into two groups:fruits and vegetables.Once done,have students determine another way to sort the foods into two groups(by color,by size,by shape,and so on).Have groups share the new way they sorted the foods with the class.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 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 Havestudentsreadtofindoutmoreaboutpickingapples.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.How are the basket and the wagon alike?(level 2)pages 6 and 9 Why might you need a ladder when picking apples?(level 3)page 7 Which fruit is this book about?(level 1)page 10 Which season is it most likely in this book?(level 3)multiple pagesText Features:PhotographsExplain that photographs help readers to know exactly what something looks like.Have students look at the photographonpage4.Askstudents:How does this photograph help you better understand exactly what a tractor looks like?Have you ever seen a tractor in person?How would your understanding of a tractor be different without the photograph?Have students review other photographs in the book and discuss in groups why these photographs are important.Invite volunteers to share their ideas with the class.Skill Review Modelforstudentshowyouconnectwithpriorknowledge as you read.Share personal experiences withapples,applepicking,orappleeating.Askvolunteers to share their personal connections with the class.Havestudentsworktogethertoperiodicallysortthe items from this book into different groups.Modelclassifyinginformation.Think-aloud:On page 4,I see a tractor.I know that a tractor is a motor vehicle with four large wheels that can be used for hauling things.I also know that I might see a tractor when apple picking because it is a piece of farm equipment.On page 9,I see a wagon.I know that a wagon has four wheels,just like a tractor.I also know that I might see a wagon while apple picking because it can be used to carry lots of apples.Therefore,I could group the tractor and wagon together into two different groups:things I might see apple picking and things with wheels.Modelhowtocompletetheclassify information worksheet.Have students identify which objects they might see apple picking and paste them on the apple tree.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:Classify informationReview the classify information worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class.Discuss with students how classifying the information from the book helped them to better remember and understand what they read.Response to Focus QuestionHave students cite specific evidence from the book to answertheFocusQuestion.(Answerswillvary.Samples:There are many things you could see when picking apples,such as farmers,tractors,and apple trees.)Comprehension Check Retelling rubricGuiding the Reading(cont.)Picking Applesaaaa3 Learning AZ All rights reserved.www.readinga-Book Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant/p/sound Saythewordpick aloud to students,emphasizing the initial/p/sound.Have students say the word aloud and then say the/p/sound.Have students practice saying the/p/sound to a partner.Readthetitlealoudwithstudents.Havestudentsstand up when they hear a word that begins with the/p/sound.Saythefollowingwordpairs,andhavestudentsidentify the word in each pair that begins with the/p/sound:penguin/bear,printer/keyboard,red/pink,box/pack.Check for understanding:Say the following words one at a time,and have students give the thumbs-up signal when they hear a word that begins with the/p/sound:practice,patience,sorry,teacher,pretend,and parrot.Phonics:Initial consonant Pp Writethewordpick on the board and read it aloud with students.Havestudentssaythe/p/soundaloud.Then,runyour finger under the letters in the word pick as studentssaythewholewordaloud.Askstudentstoidentify which letter represents the/p/sound in the word pick.HavestudentspracticewritingtheletterPp on a separate piece of paper while saying the/p/sound.Check for understanding:Write the following words on the board,leaving off the initial consonant:pop,pack,pin,and point.Say each word,one at a time,and have volunteers come to the board and add the initial Pp to each word.Independent practice:Introduce,explain,and have students complete the initial consonant Pp worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Explaintostudentsthatanoun is a word that names a person,place,or thing.Write the words person,place,and thing on the board,and draw a quick picture to illustrate each word.Providestudentswithpicturesofnouns,cutoutfrommagazines.Putstudentsintosmallgroups,and have each group separate the pictures of nouns into nouns that name people,nouns that name places,and nouns that name things.Callongroupstosharehowtheysortedtheirnouns,and write the nouns under the correct heading on the board.Check for understanding:Have students reread the story with a partner and underline all the nouns in the sentences.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 apple is red.Read it aloud with students and discuss with them the meaning of the word the.Havestudentspracticespellingthe in many ways,such as in shaving cream spread on their desk or in rice on cookie sheets.Check for understanding:Have students reread the story and circle every occurrence of the word the in the story.Independent practice:Introduce,explain,and have students complete the high-frequency-word-the worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.
