原版英语RAZ 教案raz_laa73_mybath_lblp.pdf
My Bathaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What can you see while taking a bath?Book SummaryText Type:Fiction/ConceptWhat do you see when you take a bath?In the book My Bath,students will get to see everything a boy sees as he enjoys a bath from beginning to end.The fun and colorful illustrations and use of the high-frequency word my make this book a good choice for early emergent readers.Students will also have the opportunity to classify information as well as to locate and classify nouns.Guiding the ReadingBefore ReadingBuild Background Writethewordbath on the board and read it aloud with students.Ask students what they think about when they hear the word bath.Record their answers on the board.Havestudentsdiscusswithapartnertheirfavoriteand least favorite things about taking a bath.Invite students to illustrate one of the things they discussed with their partner.Ask volunteers to share their drawings with the class.Introduce the Book GivestudentstheircopyofMy Bath.Guidethemto the front and back covers and read the title.Havestudentsdiscusswhattheyseeonthecovers.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,while they are reading.Explain that readers can visualize what a story is going to be about before reading and continue to visualize as they read.Point out that visualizing while reading helps readers better understandandrememberwhattheyhaveread.Havestudents close their eyes as you read page 3 aloud.Ask students to draw a 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:Classify information Explaintostudentsthatreadersoftenthinkaboutthe objects in a story,what they have in common,and how they are different.Thinking about what objects have in common and sorting them into Lesson EssentialsInstructional Focus Visualize to understand text Classify information Describeinformationprovided by illustrations Discriminateinitialconsonant/t/sound Identify initial consonant Tt Recognize and use nouns Identify and use the high-frequency word myMaterials Book:My Bath(copy for each student)Classify information,initial consonant Tt,nouns worksheets Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but not the book High-frequency word:my WordstoKnowStory critical:bath(n.),bubbles(n.),shampoo(n.),soap(n.),towel(n.),tub(n.)Academicvocabulary:classify(v.)*,information(n.)*My Bathaaaa2 Learning AZ All rights reserved.www.readinga-groups is called classifying information.This process helps readers understand and remember what they have read.Putstudentsintogroups.Giveeachgrouppicturesof various animals and have the groups work together to sort them into two groups:fur and no fur.Once they finish,have students figure out another way to sort the animals into two groups(by size,where they live,whether they can fly or not,and so on).Invite groups to share how they sorted the animals with the class.VocabularyHavestudentsturntothe“WordstoKnow”boxon the copyright page.Point out that these words can be found 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 wordonaposter.Havestudentssharetheirposterswith the class.Set the Purpose Havestudentsreadtofindoutmoreaboutwhatthey can see during bath time.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 QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Where does the boy take a bath?(level 1)page 3 Why does the boy place his hand under the running water?(level 3)page 4 What does the boy play with in the tub?(level 2)pages 5 and 6 How does the boy get clean?(level 2)pages 7 and 8 Does the boy like to take a bath?How can you tell?(level 3)multiple pagesText Features:IllustrationsExplain to students that illustrations,or pictures,are helpful because they assist readers when they are visualizing what something looks like.Emphasize that illustrations can help readers better understand whattheyread.Readpage3aloudtostudents.Havestudents work with a partner to review the picture on page 3.Ask students:What additional information did you learn from the picture that was not given in the text?Why are pictures an important part of the story?Havestudentsreviewotherpicturesinthestoryand discuss with a partner what types of pictures they would add to the story and why.Invite volunteers to share their thoughts with the class.SkillReview Modelhowtocreatevisualimagesbefore,during,andafterreading.Havestudentsstopatdifferentpoints in the story to draw a picture of what they visualize.Remind students that it is okay for their visualization to differ from the pictures in the book.Invite volunteers to share drawings.As a class,discuss how the students drawings compare to the pictures in the book.Havestudentsworkingroupstoperiodicallysortthe bath items from the book into different groups.Modelclassifyinginformation.Think-aloud:On page 7,I see a bar of soap.I know that a bar of soap is used for cleaning and washing.I also know that I might see a bar of soap in a bathtub because thats where people get clean.On page 8,I see shampoo on the boys head.I know that shampoo is used for washing hair.I also know that I might see shampoo in a bathtub because thats where people wash their hair.With this information,I know I can group the soap and shampoo into two groups:things I might see in a bathtub and things used for washing.Modelhowtocompletetheclassify information worksheet.Havestudentsidentifytheobjectstheymight see while taking a bath and paste them on the bathtub.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:Classify informationReview the classify information worksheet that students completed.Invite volunteers to share their work withtherestoftheclass.Discusswithstudentshowclassifying the information from the book helped them to better remember and understand what they read.Guiding the Reading(cont.)My Bathaaaa3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHavestudentscitespecificevidencefromthebookto answer the Focus Question.(Answers will vary.Sample:There are many things you can see while taking a bath,such as water,toys,bubbles,soap,shampoo,and a towel.)Comprehension Check Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Initial consonant/t/sound Saythewordtub aloud to students,emphasizing theinitial/t/sound.Havestudentssaythewordaloud and then say the/t/sound.Havestudentspracticemakingthe/t/soundwitha partner.Then,have students work with their partner to come up with words that begin with the/t/sound.Invite students to share their words with the class.Check for understanding:Say the following words one at a time,and have students clap their hands when they hear a word that begins with the/t/sound:tag,rat,tall,stop,pet,towel,and toys.Phonics:Initial consonant Tt Writethewordtub on the board and say it aloud with students.Havestudentssaythe/t/soundaloud.Then,run your finger under the letters in the word as students say the whole word aloud.Ask students to identify which letter represents the/t/sound in the word tub.HavestudentspracticewritingtheletterTt on a separate sheet of paper.Encourage them to make the/t/sound as they write.Check for understanding:Write the following words that begin with the/t/sound on the board,leaving off the initial consonant:tin,tug,tent,and tap.Say each word aloud with students.Invite volunteers to come to the board and write the initial Tt at the beginning of each word.Independent practice:Introduce,explain,and have students complete the initial consonant Tt worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Revieworexplaintostudentsthatnouns are words that name people,places,and things.Write the words person,place,and thing on the board,and draw or write an example for each one.Havestudentsgetintogroups,andhandoutpicturesofnounscutoutfrommagazines.Havethe groups sort the pictures into three categories:people,places,and things.Invitegroupstosharetheirpicturesandthecategories they put them in.Write the nouns that they share under the correct heading on the board.Check for understanding:Havestudentsrereadthestory with a partner and underline all the nouns.Independent practice:Introduce,explain,and have students complete the nouns worksheet.If time allows,discuss their answers.WordWork:High-frequency word my Writethewordmy 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.Askstudentstousetheirfingertowritethewordmy on their desk as you spell it aloud with them.Writethefollowingsentenceontheboard:These are my toys.Read it aloud with students and discuss with them the meaning of the word my.Havestudentsworkwithapartnertocomeup with two sentences that contain the word my.Invite volunteers to share a sentence with the rest oftheclass.Discusswhetherthewordmy is used correctly in each sentence.Check for understanding:Havestudentsrereadthebook and highlight the word my whenever it appears.Then have students write a sentence using the word my on a separate sheet of paper.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
