原版英语RAZ 教案(Z) Prairies Alive!_LP.pdf
Prairies Alive!Lesson PlanLEVELZ Z1 Learning AZ All rights reserved.www.readinga-About the Book Text Type:Nonfiction/Informational Page Count:24 Word Count:1,966Book SummaryPrairies Alive!teaches readers all about the grasslands of the world.It highlights three types of North American grasslands,tells about the importance of fire,and explains the need to preserve the worlds prairies.The book also gives detailed examples of the kinds of plants and animals found on the prairie.Photographs,illustrations,and captions support the text.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifydetailstocompareandcontrastdifferentgrasslands Understandtheuseofadashaspunctuation Fluentlyreadsymbols,numbers,andabbreviationswithinthetextMaterialsGreen text indicates resources available on the website BookPrairies Alive!(copy for each student)Chalkboardordryeraseboard Worldmap Indexcards KWLS,compareandcontrast,dash,symbolsnumbersandabbreviationsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story Critical:drought(n.),ecosystem(n.),interactions(.),mammal(n.),rodents(n.),species(n.)Enrichment:bacteria(n.),burrows(n.),carnivores(n.),forage(n.),fungi(n.),grazing(v.),herbivores(n.),nutrients(n.)Before Reading Build Background Writethewordprairiesontheboard.Showstudentsmagazinesandbooksfeaturingphotographs of prairies and use a map to identify their location.Ask students to describe what they see and discuss what they may already know about prairies.Prairies Alive!Lesson Plan(continued)LEVELZ Z2 Learning AZ All rights reserved.www.readinga- CreateaKWLSchartontheboardandhandouttheKWLSworksheet.Review or explain that the K stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands for what we still want to know about the topic.As various topics are discussed,fill in the first section(K)on the board with information students knowaboutthetopic.HavestudentscompletethesamesectionoftheirKWLSchart.Askstudentswhattheywouldliketoknowaboutprairies.Havethemfillinthesecondsection(W)oftheirchart.Writetheirquestionsontheclasschart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.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,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Ask and answer questions Discusswithstudentshowhavingpriorknowledgeaboutthetopic,andaskingandansweringquestionswhilereading,canhelpreadersunderstandandrememberinformationinabook.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewoftheinformationinabookandhowitisorganized.Afterpreviewingthetableofcontents,useittomodelaskingquestions.Think-aloud:I can use the table of contents to think of questions I would like to have answered about prairies.For example,the second section is titled“Three Types of North American Grasslands.”This makes me wonder what those three types of grasslands are and what makes them different from each other.I also wonder whether grasslands are the same as prairies.Ill have to read the book to find out.Ill write these questions on the chart.Havestudentslookattheothersectiontitles.Havethemwriteanyquestionstheyhave,based on the covers and table of contents,in the WsectionoftheirKWLSchart.Havestudentspreviewtherestofthebook,lookingatthephotographs,illustrations,andcaptions.Invite students to read through the glossary and index.Have them add any additional questionstheymighthavetotheirKWLSchart.Invitestudentstosharetheirquestionsaloud.Writesharedquestionsontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatonewaytounderstandconceptsinabookistoidentifyhowtheyarealike and different.Modelhowtocompareandcontrast.Think-aloud:After looking at the photographs in this book and reading the table of contents,I know we will be reading about both plants and animals of the prairies.I know that plants and animals can share similarities and also have differences.They both are living things that require water to survive.However,most animals are able explore their surroundings,while most plants remain stationary.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramontheboard.LabeltheleftcirclePlants and the right circle Animals.Explain that information telling how plants and animals are similar is written where both circles overlap.Information that is only true of plants is written in the left side of the left circle.Information that is only true of animals is written in the right side of the right circle.Invitestudentstoidentifyothersimilaritiesanddifferencesbetweenplantsandanimals.Writethis information on the Venn diagram.Prairies Alive!Lesson Plan(continued)LEVELZ Z3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:bacteria,ecosystem,fungi,and nutrients.Givegroupsofstudentsfourpiecesofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Revieworexplainthattheglossaryanddictionarycontainlistsofvocabularywordsand their definitions.Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Havestudents locate the glossary at the back of the book.Invite a volunteer to read the definition for bacteria in the glossary.Have students compare the definition with their prior knowledge of the word.Then have students follow along on page 13 as you read the sentence in which the word bacteria is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose Havestudentsthinkaboutwhattheyalreadyknowaboutprairiesastheyreadthebooktofindanswerstotheirquestions,andwritewhattheylearnedintheLsectionoftheirKWLSchart.During Reading Student Reading Guide the reading:Have students read to the end of page 9.Remind them to look for information aboutprairiesthatwillanswerquestionsontheirKWLSworksheet.Encouragestudentswhofinish early to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirKWLSworksheetthatwereansweredandwriteanynewquestionsthatweregenerated.Modelansweringaquestionandfillinginthethirdsection(L)oftheKWLSchart.Think-aloud:I wanted to know the three types of grasslands in North America and what makes them different from each other.I found out that the three different types are the tallgrass,mixed-grass,and shortgrass prairies.I also read that the main difference among these three is the height of the grasses,but they are also different due to the amount of rainfall and type of soil found in each one.I also wondered whether grasslands and prairies are the same.I learned that North American grasslands are also known as prairies.I noticed that the third section in the book is titled“The Importance of Fire.”Fire is usually destructive.I wonder how fire might be important to the grasslands.I will write this question on my chart.HavestudentswriteanswerstothequestionstheycircledintheLsectionontheirKWLSworksheet.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadthebook.WritesharedresponsesontheclassKWLSchart.Reviewwithstudentstheinformationaboutthetallgrassprairieandtheshortgrassprairie.Discusssimilaritiesanddifferencesbetweenthesetwograsslands(similarities:bothfoundinNorthAmerica,bothreferredtoasprairies,bothneedwatertosurvive;differences:tallgrassisfoundintheeasternpartofNorthAmerica,shortgrassisfoundjusteastoftheRockyMountains;tallgrass gets 3040 inches of rain per year,shortgrass gets about 10 inches;tallgrass grows to 8 feet high and has roots 9 feet deep,shortgrass grows to between 8 and 18 inches high and has rootsabout3feetdeep).WritethisinformationinaVenndiagramontheboard.Have students work with a partner to continue comparing and contrasting tallgrass and shortgrass prairies further.Have them underline the information in their book.Discuss their responses and add the information to the class Venn diagram on the board.Prairies Alive!Lesson Plan(continued)LEVELZ Z4 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students read to the end of page 17.Have them write answers they found while reading in the LsectionoftheirKWLSworksheetandadditionalquestionstheyraised in the Wsection.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadabouttheimportanceoffireonpages10and11.WritesharedresponsesontheclassKWLSchart.Dividestudentsintopairs.Assigneachpairtwotypesofprairiegrassestocompareandcontrast.HavethemwritetheinformationinaVenndiagramonaseparatepieceofpaper.Whenstudentshave finished,discuss their responses.Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswerstothequestionsontheirKWLSworksheet,aswellastolookforinformationtocompareandcontrast.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I wanted to know how fire is important to grasslands.I learned that a prairie can survive a fire,and that fires actually make the prairie thrive.The book explains that prairie grasses have deep roots that can survive the fire and are able to quickly give rise to new stems,while trees and shrubs growing on the prairie are usually killed by the flames.I also read that were it not for fires,the trees and shrubs would grow and the prairie would eventually turn into a forest.AskstudentstosharequestionstheyaddedtotheirKWLSworksheetwhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Havestudentswriteanswersthey found while reading in the LsectionoftheirKWLSworksheet.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandenjoywhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstormothersourcestheymightusetolocateadditionalinformationtoanswertheirquestions.Invitestudentstofillinthefinalsection(S)of their worksheet with information they would still like to know about prairies.Reflect on the Comprehension Skill Discussion:ReviewwithstudentshowinformationisorganizedinaVenndiagramontheboard.Discuss how comparing and contrasting information in a book helps them better understand the information.Independent practice:Introduce,explain,and have students complete the compare-and-contrastworksheet by comparing two of the animals found on the prairie.If time allows,discuss their answers.Enduring understanding:This book educates readers about the different types of grasslands,what makesthemunique,andwhatmakesthemthrive.Nowthatyouknowthisinformation,whyisknowing about the worlds grasslands important?Build Skills Grammar and Mechanics:Dash Revieworexplainthatadash()isapunctuationmarkusedtoindicateabreakoromission.It is also used to clarify information within a sentence.Prairies Alive!Lesson Plan(continued)LEVELZ Z5 Learning AZ All rights reserved.www.readinga- Directstudentstopage5inthebook.Writethefollowingsentenceontheboard:Different kinds of grasslands are found in North and South America,Europe and Asia,Africa,and Australiaevery continent on Earth except Antarctica.Ask students how the dash is used in this instance(to clarify that grasslands are found on all but one continent).Directstudentstopage10.Writethefollowingsentenceontheboard:Most things cannot survive firebut a prairie can!Ask students how the dash is used in this instance(to indicate a break and provide clarification).Pointouttostudentsthedifferencebetweenadashandahyphen.Havestudentsturntopage12 and locate the word meat-eating.Review or explain that hyphens are shorter in length than dashes and are used to connect two words to create a compound word or to indicate a break at the end of a line.Remind students not to confuse a dash with a hyphen.Directstudentstopage6inthebook.Writethefollowingsentenceontheboard:There are three main typestallgrass,mixed-grass,and shortgrass prairies.Ask a volunteer to come to the board and circle the dash(after the word types).Ask students how the dash is used in this instance(to clarify the main types).Point out the hyphen in the compound word mixed-grass.Check for understanding:Instruct students to find and circle the dash on page 21,and have them write how the dash is used in this instance.Have them locate the two words on the page that contain a hyphen.Independent practice:Introduce,explain,and have students complete the dash worksheet.If time allows,discuss their responses.Word Work:Symbols,numbers,and abbreviations Directstudentstopage7.Pointoutthatwhenreadingnonfictiontext,readerswilloftenencounter many different symbols,numbers,and abbreviations.Ask them to find the numbers and abbreviations on this page(1800s,76102 cm,2.4 m,and so on).Writeontheboardtheexamplesgivenandreviewhowtoreadthemaloud:1800sisreadaseighteen hundreds;76102 cm is read as seventy-six to one hundred two centimeters;2.4 m is read as two point four meters.Havestudentsturntopage19.Pointoutthatameasurementlabelfollowseachnumber(feet,miles).Explain to students that sometimes they will find measurements spelled out,such as feet and miles.At other times,they will find the measurements abbreviated,such as ft and mi.Practice reading aloud the numbers and abbreviations on the page.Askstudentswhytheythinksomemeasurementsarespelledoutwhileothersareabbreviated.Pointoutthedifferencebetweenstandardandmetricunitsofmeasurement.Continuetopractice spelling out numbers and abbreviations as necessary.Pointoutthesymbolonpage10.Askstudentstoexplainwheretheyhaveseenthissymbolpreviously(thermometers,weatherreports,recipes,andsoon).Explainthatwhenthesymbolcomes after a number,it means degrees.Have a volunteer read aloud the sentence on page 10 thatcontainsthesymbol.Check for understanding:Writethefollowingontheboard,andaskvolunteerstoreadthemaloud:47 kg2,400 ft18902.7 m6191 cm Independent practice:Introduce,explain,
