原版英语RAZ 教案D17-I Count 100 Things.pdf

Learning AZ,Inc.All rights reserved.www.readinga-1I Count 100 ThingsLesson PlanLeveLD DAbout the BookText Type:Nonfiction/Factual Description Page Count:12 Word Count:65Book SummaryI Count 100 Things explores ways in which common items such as gumdrops and marshmallows can be manipulated into different objects,such as a rainbow and an igloo.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Identifymainideaanddetails Discriminaterhymingwords Identifyandwritewordsthatrhymewithmake Recognizethepurposeofanexclamationpointforpunctuationandexpression IdentifyandsegmentcompoundwordsMaterialsGreen textindicatesresourcesavailableonthewebsite BookI Count 100 Things(copy for each student)Chalkboardordryeraseboard Indexcards Mainideaanddetails,rhymingpatterns,exclamationpoint,compoundwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaperand pencilifbooksarereused.)Vocabulary High-frequency words:all,at,can,I,look,make,these,things,what Content words:blocks,count,gumdrops,house,igloo,marshmallow,paperclips,rainbowBefore ReadingBuild Background Gatheratotalof100smallobjectsfromtheclassroom(pushpins,paperclips,andsoon)andplacetheminonepile.Askstudentstoestimatehowmanyobjectsareinthepile.Practicecountingtheobjectsbyonesto100withstudents.Askstudentstothinkaboutwhattheycoulddoormakewiththeitems.Acceptallreasonableresponses.Pointoutthatthecollectiveobjectislargerthanthepartsfromwhichitwasmade.Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheymightreadaboutinabookaboutcounting100things.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Learning AZ,Inc.All rights reserved.www.readinga-2I Count 100 ThingsLesson Plan(continued)LeveLD D DiscusstherepetitivephrasesI count 100 and What can I make?explain that these words repeat throughoutmostofthebook.Askstudentstoidentifywhichwordscomeafter100 on page 4(paper clips).Remindthemtouseletterandpicturecluestoidentifywords.Introduce the Reading Strategy:Visualize Explainthatgoodreadersoftenvisualize,ormakepicturesintheirmind,astheyread.Readersoftenusewhattheyalreadyknowaboutatopictomakethepicturesintheirmind.Modelhowtovisualizeusingthepictureonthefrontcover.Think-aloud:I see many gumdrops on the cover.Gumdrops are many different colors.What colors are gumdrops?I remember from our discussion that one of the sentences in the book is What can Imake?When I think of all these colors,I picture a flower made out of gumdrops.Showstudentsatransparentbagfilledwith100gumdrops.Askthemtovisualizeotherobjectsthatwouldbeeasytocollectinagroupof100(dimes,paperclips,andsoon).Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explainthateverybookhasabigidea,whichisthemostimportantthingthebookisabout.Forexample,abookaboutadogmaytalkaboutfeeding,veterinarycare,andtraining,butthemainidea is all about a dog.Explaintostudentsthatonehelpfulwaytofindthemainideaofabookistoaskthemselves:What message is the author trying to tell me with this book?ExplainthatthemainideaofthisbookisWhat I Make with 100 Things.Write What I Make with 100 Thingsontheboard.Pointtoeachwordasyoureaditwithstudents.Modelhowtoidentifydetails.Think-aloud:I know that every book has details that help explain the big idea.I know that the story is about all the things I can make with 100 of something.The front cover shows a bunch of gumdrops.When I look at those gumdrops,I visualize a colorful flower.Do you think I can make a picture of a flower with 100 gumdrops?(Makeagumdropflower,countingto100withstudents as you see each gumdrop.)I can make a flower with 100 gumdrops!Since this helps to explain the big idea,it might be a detail in this book.Showstudentsthebackcoverofthebook.Askthemtoidentifytheobjectsinthepicture(blocks).Havestudentsvisualizewhattheycouldmakeusing100blocks.Invitestudentstodrawwhattheyvisualizedonaseparatepieceofpaper.Encouragethemtosharetheirdrawingwiththe class.Introduce the Vocabulary Cutoutthepicturesfrompage4,6,8,and10.Placethepicturefrompage4ontheboard.Askstudents to identify the objects in the picture.Write the word paperclips on an index card and placethecardunderthepictureontheboard.Readthewordwithstudents.Askstudentstoexplainwhatpaperclipsareusedfor(toholdpapersorotheritemstogether).Continuetheprocesswiththepicturesofthegumdrops,marshmallows,andblocks.Writethewordforeachgroupofobjectsonanindexcardandreadthewordwithstudents.Askstudentstoexplainhoweachitemisused.Shuffletheindexcards.Showstudentseachword,oneatatime.Havevolunteersmatchthewordwithitspictureontheboard,sayingthewordaloud.Set the Purpose Havestudentsreadtofindoutwhatobjectsaremadefromgroupsof100familiaritems.Encouragethemtocounttheitemsineachgroupfrom1to100.Remindstudentstostopandvisualize,orpictureintheirmind,thedetailsofthestoryastheyread.Learning AZ,Inc.All rights reserved.www.readinga-3I Count 100 ThingsLesson Plan(continued)LeveLD DDuring ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3.Readthewordtogether(Look).Haveanothervolunteerpointtothelastwordonthepage(things).Pointoutwheretobeginreadingoneachpage.Remindstudentstoreadwordsfromlefttoright.Pointtoeachwordasyoureaditaloudwhilestudentsfollowalongintheirownbook.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemread to the end of page 5,using their finger to point to each word as they read.Modelhowtovisualize.Think-aloud:As I read each page,I created a picture in my mind of what I can make with 100 things.For example,on page 5 I pictured someone linking paperclips in a chain and then circling the chain around to make the paths in a maze.What do you notice about some of the paths in this maze?(Theyarecurved,someareblocked.)In my mind,I pictured going through the maze,trying to figure out the correct path to take to exit the maze.Picturing this helped me to remember the maze.Reviewthemainideaofthebook,What I Make with 100 Things.Askstudentstoexplainwhetheramazeisadetailthatsupportsthebigideaofthestoryandwhy(yes,100paperclipsmakeamaze).Introduceandexplainthemain-idea-and-detailsworksheet.Write the words paperclip maze on theboard.Havestudentswritethewordsanddrawapictureofapaperclipmazeinoneoftheboxesontheirworksheet.Check for understanding:Havestudentsreadtopage9.Askvolunteerstoexplainwhattheypicturedintheirmindastheyread.(Acceptallanswersthatshowstudentsunderstandhowtovisualize.)AskstudentstothinkaboutotherdetailsthatsupportthemainideaWhat I Make with 100 Things.Havethemchooseoneofthedetailstodrawontheirworksheet.Havestudentslocatethewordintheirbooktohelpthemwritethenameoftheobjecttheydrewontheirworksheet.Askthemtosharethedetailtheydrewandwroteabout.Havestudentsreadtheremainderofthebook.Remindthemtopicturetheinformationintheirmindastheythinkaboutthemainideaanddetails.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Havestudentstellwhattheywouldbuildwitheachoftheitemsonpage12.Think-aloud:As I look at the picture on page 12,I think about things I can make.I see something in the shape of a circle with a hole in the middle.In my mind,I picture beads that look like those objects in the picture.If I had 100 of those items,I could make a bracelet.Picturing these things in my mind helped me to better understand and enjoy the story as I read.Askstudentstodescribea“secret”objectusingsensorydetailclues.Havetherestoftheclassvisualizetheobjectandguesswhatitisfromtheclues.Askstudentstosharehowvisualizinginformation helped them to better understand the details of the story.Learning AZ,Inc.All rights reserved.www.readinga-4I Count 100 ThingsLesson Plan(continued)LeveLD DReflect on the Comprehension Skill Discussion:Readthebigideaontheboardwithstudents.Reviewthedetailsstudentsdrewontheirworksheet.Invitethemtoexplainwhyeachofthedetailsontheirworksheetmatchesthemain idea of the story.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Enduring understanding:Inthisbook,youlearnedthat100thingswereusedtobuilddifferentobjectsthatlookedliketherealobject.Nowthatyouknowthisinformation,whatobjectsinyourenvironmentwouldyoubuildwith100things,whatdetailswouldyouinclude,andwhatitemswouldyouusetobuildthem?(visualawareness/perceptionoftheenvironment)Build Skills Phonemic Awareness:Identify rhyme Writethewordlakeontheboard.Readthewordaloudwithstudents.Havestudentsturntopage5intheirbook.Readthepagetostudentsandhavethempointtoeachwordasyoureaditaloud.Askstudentstolistenforawordthatsoundsalmostthesameasthe word lake.Havethemidentifywhichwordinthesentencesoundsalmostlikethewordlake(make).Saythewordmakealoudwithstudents.Askthemtosaythewordwithoutthe/m/sound(ake).Then say the word lakealoudwithstudents.Askthemtosaythewordwithoutthe/l/sound(ake).Askstudentstoidentifywhichpartofbothwordssoundsexactlythesame(ake).explain that words that sound the same at the end are called rhyming words.Saythewordmakealoudtostudents.Askthemtoidentifywordstheyknowthatrhymewiththeword make(bake,cake,fake,lake,take,wake).Check for understanding:Saythefollowingwordsoneatatime:take,race,cake,wake,milk,pack,bake.Havestudentsshowthethumbs-upsignalforeachwordthatrhymeswithmake.Iftheworddoesntrhymewithmake,they should show the thumbs-down signal.Phonics:Rhyming patterns(-ake)Writethewordmakeontheboard.Havestudentssaythewordaloudwithyou.Askthemtosaythe word without the/m/sound(ake).Write the letter pattern ake on the board.explain that the letters a,k,and e together stand for the sound they hear at the end of the word make.Writethewordlakeontheboard.Havestudentssaythewordwithoutthe/l/sound.Askavolunteertounderlinethelettersthatstandforthesoundtheyhearattheendofthewordlake(ake).Remindstudentsthatwordsthatsoundthesameattheendarecalledrhymingwords.Writethelettersakeontheboardseveraltimes.Askstudentstoidentifywordsthatrhymewiththe word make,oneatatime.Havevolunteerscometotheboardandwritetheinitialconsonantto complete each rhyming word.Check for understanding:Saythefollowingwords,oneatatime:take,bake,lake.Havestudentswrite each word on a separate piece of paper.Independent practice:Introduce,explain,andhavestudentscompletetherhyming patterns worksheet.Grammar and Mechanics:Exclamation point Writethefollowingsentenceontheboard:I can make a house!Readthesentencealoudwithexpression.Erasetheexclamationpointandwriteaperiodinitsplace.Rereadthesentenceasastatement.elicit from students how the tone of each sentence is different,based on the end punctuation Writeanexclamationpointontheboard.Explainthatthispunctuationmarkiscalledanexclamation point.Pointoutthatanothernamefortheexclamationpointisanexclamation mark.Readthewordsaloudwithstudents.Pointoutthatasentencewithanexclamationpointisreadwith excitement.Learning AZ,Inc.All rights reserved.www.readinga-5I Count 100 ThingsLesson Plan(continued)LeveLD D Check for understanding:Havestudentslocatetheexclamationpointsinthebookandcirclethem(pages3,5,7,9,and11).Askstudentstoturntoapartnerandreadeachsentencealoudintwoways:firstwithanexclamationpointandthenwithaperiod.Independent practice:Introduce,explain,andhavestudentscompletetheexclamation point worksheet.Word Work:Compound words Writethewordgumdropontheboard.Readthewordaloudwithstudents.Askstudentstoidentifytwowordstheyknowwithinthelargerword(gum,drop).Explaintostudentsthatthewordgumdrop is a compound word.Draw a line to segment gumdrop into gum/drop.Writethewordrainbowontheboard.Readthewordaloudwithstudents.Invitevolunteerstofindthetwosmallwordsinthecompoundword.Thenaskavolunteertosegmentrainbow into two words on the board.Check for understanding:Write the words lipstick,football,and butterfly on separate index cards.Cuteachcompoundwordonthecardsintoitstwoindividualwords.Tapethewordsontheboardoutoforder.Askstudentstocometotheboardandconnecteachpairofwordscorrectlytomakeacompoundword.Havestudentssaythewordaloud,checkingtobesurethewordmakessense.Independent practice:Introduce,explain,andhavestudentscompletethecompound words worksheet.Iftimeallows,discusstheirresponses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedreadingsofaspecificsectioninthebook.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Encouragestudentstosharewithsomeoneathomewhattheyknowaboutthemainideaanddetails for I Count 100 Things.Extend the ReadingWriting and Art ConnectionHavestudentsworkwithapartnertochoose100similarsmallobjectstodraworglueontoapagetocreateanobject.ProvidethepromptI have 100 _.I can make a _.Belowtheirpicture,havestudentswriteasentenceusingtheprompt.Invitestudentstosharetheirpictureandreadthesentencesaloudtotheclass.Bindthepagestogethertocreateaclassbook.Science Connection HavestudentsmakeaSink or Floatchart.Providetheitemsfromthebook(gumdrop,paperclip,marshmallow,andblock)andabowlofwater.Havestudentspredictwhichitemswillsinkorfloat.Tallytheirpredictionsonthechart.Thentesteachitem.Recordtheoutcomeandtheirobservations.Guidestudentstodrawtheconclusionthatheavyitemssinkandlightitemsfloat.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Learning AZ,Inc.All rights reserved.www.readinga-6I Count 100 ThingsLesson Plan(continued)LeveLD D Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:accuratelyandconsistentlyvisualizeinformationtounderstandtextduringdiscussion accuratelyidentifymainideaanddetailsduringdiscussionandonaworksheet orallyidentifyanddiscriminatewordsthatrhymewithmake during discussion accuratelyreadandwritewordsthatrhymewithmakeduringdiscussionandonaworksheet identifyexclamationpointsintext;explaintheiruseduringdiscussionandonaworksheet correctlyread,write,andsegmentcompoundwordsComprehension Checks BookQuiz RetellingRubric