原版英语RAZ 教案raz_laa69_christmaseve_lblp.pdf

Christmas Eveaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What can be seen on Christmas Eve?Book SummaryText Type:Fiction/ConceptThis simple story about a favorite winter holiday will familiarize students with things they might see on Christmas Eve.The colorful,supportive illustrations and use of the high-frequency word the make this book a good choice for early emergent readers.Students will also have the opportunity to identify the main idea and details as well as to locate and classify nouns.Guiding the ReadingBefore ReadingBuild Background Ask students to work with a partner to identify some holidays they celebrate.Have volunteers share their ideas with the class.Make a list of holidays on the board.Discuss with students things they might see on Christmas Eve.Have students draw on a separate piece of paper a picture of one of the things discussed about Christmas Eve.Invite volunteers to share their picture with the rest of the class.Introduce the Book Give students their copy of Christmas Eve.Guide them 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,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 these pictures using information from the text and information they already know about the subject.Point out that the pictures in a story can also provide information to add to visualizations.Have students close their eyes as you read page 3 aloud.Ask students to draw a representation 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 story.Introduce the Comprehension Skill:Main idea and details Explain to students that most stories have a main idea,or a big idea of what the story is mostly about.Point out that the supporting details are the extra information used to describe the main idea.Explain that these supporting details make the main idea clear to the reader.Lesson EssentialsInstructional Focus Visualize to understand text Identify main idea and details Describe information provided by illustrations Discriminate initial consonant/k/sound Identify initial consonant Cc Locate and use nouns Recognize and use the suffix-sMaterials Book:Christmas Eve(copy for each student)Main idea and details,initial consonant Cc,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:the Words to KnowStory critical:cookies(n.),eggnog(n.),lights(n.),meal(n.),presents(n.),stockings(n.)Academic vocabulary:detail(n.)*,idea(n.)*,main(adj.)*Christmas Eveaaaa2 Learning AZ All rights reserved.www.readinga- Discuss the cover pictures and title page with students and explain that picture often provide clues about the storys main idea.Have students work with a partner to predict the main idea.Invite volunteers to share their predictions with the rest of the class.Guide the class to an agreement on the main idea,such as the following:we see many things on Christmas Eve.Record the main idea on the board.VocabularyHave students turn to the“Words to Know”box on 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 word on a poster.Have students share their posters with the class.Set the Purpose Have students read to find out more about things they might see on Christmas Eve.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to this question.Have students make a small question mark in their book 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.Why did the family put lights on their house?(level 3)page 3 What does the family eat at their meal?(level 1)page 4 What are some decorations the family uses for Christmas?(level 2)multiple pages What are the presents for?(level 3)page 8 Who might be eating the cookies?What makes you think this?(level 3)page 10Text Features:IllustrationsExplain to students that one important part of reading is paying close attention to the pictures because they often provide extra information.Explain that readers can use this information combined with what they already know to learn even more from the story than what they read in the words.Have students work with a partner to review the pictures on pages 3 and 4.Ask students:What time of day is it?How do the pictures help you know this?What other things can you learn from the pictures?Have students review other pictures in the story and discuss in groups what picture they would add to the end of the story and why.Invite volunteers to share their thoughts with the rest of the class.Skill Review Model for students how you create visual images as you read,and direct them to stop at several points during reading to draw a representation of what they visualize.Invite volunteers to share their pictures with the rest of the class.Discuss with students how their pictures compare with the pictures in the book.Have students work in groups to periodically review the main idea of the story and discuss the details they have read.Have groups share the details they found with the rest of the class.Record the details on the board.Model identifying details that support the main idea.Think-aloud:Earlier we agreed that the main idea of the story is we see many things on Christmas Eve.As I read the story,I learn details about the things we see on Christmas Eve:the lights,the meal,the eggnog,and so on.This helps me understand all the important things people use to make Christmas Eve a special family time.These things are all details that support the main idea.Introduce and explain the main-idea-and-details worksheet.Have students record the main idea on the worksheet.Then,have students discuss one detail with a partner and determine whether it supports the main idea.Have a volunteer share one detail with the rest of the class.Model how to place the detail on the worksheet with words and pictures.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.Skill ReviewGraphic Organizer:Main idea and detailsHave students complete the main-idea-and-details worksheet.Have students share their work in groups.Invite volunteers to share the details they chose with the rest of the class.Have students justify why each detail supports the main idea.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary but should include the things from the story that can be seen on Christmas Eve.Sample:People usually see lights,a meal,eggnog,a tree,cards,presents,stockings,and cookies on Christmas Eve.)Guiding the Reading(cont.)Christmas Eveaaaa3 Learning AZ All rights reserved.www.readinga-Comprehension Check Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant/k/sound Say the word cookies aloud to students,emphasizing the initial/k/sound.Have students say the word aloud and then say the/k/sound.Have students practice saying the/k/sound to a partner.Have students work with a partner to generate words that begin with the/k/sound.Have volunteers share some of their words with the whole class.Have students give the thumbs-up signal if they agree that the word begins with the/k/sound.Check for understanding:Say the following words one at a time,and have students snap their fingers when they hear a word that begins with the/k/sound:card,snow,carve,meal,carton,presents,candy,and Christmas.Phonics:Initial consonant Cc Write the word cookies on the board and read it aloud with students.Have students say the/k/sound aloud.Then,run your finger under the letters in the word cookies as students say the whole word aloud.Ask students to identify which letter represents the/k/sound in the word cookies.Have students practice forming the letter Cc on a separate piece of paper while saying the/k/sound.Check for understanding:Write the following words on the board,leaving off the initial consonant:cup,cap,cab,and cub.Invite a volunteer to come to the board and add the initial consonant Cc.Have partners take turns reading the words to each other.Independent practice:Introduce,explain,and have students complete the initial consonant Cc worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Explain to students that nouns are words that name people,places,and things.Show students a picture of a house,a girl,and a tree.Have volunteers identify the pictures and tell which one is a person,which one is a place,and which one is a thing.Have students turn to page 9 in the story.Invite students to point to the word that names a thing(stockings).Check for understanding:Have students look through the book to locate nouns.Ask them to share with a 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.Word Work:Suffix-s Write the following words on the board:cards,presents,and stockings.Invite volunteers to come to the board and circle the last letter in each word.Ask students to name the letter at the end of each of these nouns.Read the words aloud with students.Erase the letter Ss from each word and read the words aloud again.Have students discuss with a partner how each words meaning changes when the letter Ss is added.Explain that when we add one or more letters to the end of a word,we are adding a suffix.A suffix is a letter or group of letters added to the end of a word that changes its meaning.Point out that we make plural nouns by adding the suffix-s to the end of a noun.Explain that the letter Ss changes the meaning of the word,from a singular noun(a noun naming only one person,place,or thing)to a plural noun(a noun naming more than one person,place,or thing).Write several nouns on the board and have students copy them on a separate piece of paper.Have them add the suffix-s to the end of each noun and draw a picture to go with each plural noun.Check for understanding:Have students work in pairs to locate the plural nouns in the story and underline them.Have students use the plural nouns in oral sentences with a partner.Connections See the back of the book for cross-curricular extension ideas.Guiding the Reading(cont.)