原版英语RAZ 教案Groundwater_LP.pdf
GroundwaterY Y1 Learning AZ All rights reserved.www.readinga-Focus Question:Why is groundwater important?Book SummaryText Type:Nonfiction/InformationalEvery living thing on Earth needs water.But if the citizens of the world do not plan ahead,there will not be enough water for everyone!Groundwater provides students a comprehensive look at why groundwater matters and how we can all do our part to make sure there is enough for years to come.An important topic and interesting graphics will keep students engaged.This lesson can be used to teach students how to determine the authors point of view as well as to summarize text.The book and lesson are also available for levels S and V.Guiding the ReadingBefore ReadingBuild Background Placeontheboardphotographsofvariouslivingthings,such as people,animals,and plants.Ask students to work with a partner to think about what all of these living things need to survive.Guide the class to the consensus that all living things need water to survive.Next,askstudentstovisualizeaworldinwhichthere is not enough water for all living things.Ask them to predict what would happen to those people,animals,and plants on the board.Invite volunteers to share their answers with the class.Introduce the Book GivestudentstheircopyofGroundwater.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).Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Ask students to preview the book,looking at photographs,captions,and other text features.Explain to students that when readers summarize what they read it helps them remember information in the section or the book.Pointoutthatasummaryoftenanswersthequestions who,what,when,where,and why.Write these question words on the board.Have students work with a partner to read the section“What and Where Is Groundwater?”(pages 5 and 6).Invite partners to share the who,what,when,where,and why of that section.Record this information on the board under the correct headings.Lesson EssentialsInstructional Focus Summarize to understand text Determine authors point of view Describe information provided by the table of contents Recognize and use comparative adjectives Identify and define homophonesMaterials Book:Groundwater(copy for each student)Summarize,comparative adjectives,homophones worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:conservation(n.),crisis(n.),drought(n.),groundwater(n.),irrigate(v.),unsustainable(adj.)Enrichment:aquifers(n.),climate change(n.),depleted(adj.),per capita(adj.),percolate(v.),sensors(n.)Academicvocabulary:amount(n.),beneath(prep.),conflict(n.),estimate(v.),expert(n.),predict(v.)GroundwaterY Y2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Authorspointofview Explaintostudentsthatwhenanauthorwritesabout a topic he or she often expresses his or her attitudeandopinionaboutthesubject.Pointoutthat this is called the authors point of view.Explain that the authors point of view is often expressed through his or her purpose for writing:to inform,topersuade,ortoentertainthereader.Pointoutthat,although an authors purpose when writing a nonfiction book is usually to inform,we can often infer how the author feels about the topic from the details included in the book.Explaintostudentsthatastheyreadthebooktheywill be looking for details that reveal the authors point of view.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutgroundwater.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 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 is the Ogallala Aquifer in danger?(level 1)page 7 What might happen to India and Pakistan if they continue fighting over water?(level 3)page 9 What threatens the worlds groundwater supply?(level 1)page 11 How can farmers work smarter and conserve water?(level 2)pages 1213 What uses the most water in your house?What uses the least?Why do you think that is?(level 3)page 15 What are different ways we can conserve water in our everyday lives?(level 2)multiple pages Why did the author write this book about groundwater?(level 3)multiple pagesText Features:TableofcontentsExplain that the table of contents is a list of the sections in a book.Discuss with students how it can be used to find information quickly and is located at the front of the book.Have students turn to page 3 of the book.Ask students what they can expect to read about in this book.Have students work with a partner to predict what information each section might contain.Ask students:How does the table of contents help you create a summary of the book?In which section might you learn about how groundwater causes fights?On what page does this section begin?Which section tells you more information about farmers working smarter to conserve groundwater?Continue to ask students about information from the table of contents and on which pages they will find the information.SkillReview Reviewhowtosummarizewithstudents.Havestudents turn to page 11 and reread the section“Staying Out of Trouble.”Have students work with a partner to list the who,what,where,when,and why from the section.Then have students create a short oral summary using this information.Invite volunteers to share their summary with the class.Modelhowtocompletethesummarize worksheet.Reviewwithstudentsthatanauthorofanonfictionbook often expresses his or her point of view about a topic.Have students turn to page 15 and reread the page.Modelidentifyingtheauthorspointofview.Think-aloud:I know that an author includes details in his or her writing that reflect his or her beliefs or feelings about a topic.When I read,I look for details that the author includes to make a point about the topic.For example,on page 15,the author writes:“The motto in California for letting lawns die is pretty catchy:Brown is the New Green.”This sentence tells me the authors point of view on Californias new motto,and it also shows that the author is in favor of water conservation.I will look for other phrases and key words throughout the story that tell the authors point of view.Havestudentsworkwithapartnertorereaddifferent sections of the book and look for examples of the authors point of view about groundwater.Invite partners to share their findings with the class.Guiding the Reading(cont.)GroundwaterY Y3 Learning AZ All rights reserved.www.readinga-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:SummarizeReview the summarize worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details they chose and how they used those details to create a summary for the book.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Sample:Groundwater is important because all living things on Earth need water to survive.Most of Earths water is saltwater and unusable,so groundwater is important because it is freshwater and is necessary for sustaining life.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Comparativeadjectives Revieworexplainthatanadjective is a word that describes a noun or a pronoun.Explain that most adjectives that compare two nouns end in-er and that adjectives that compare more than two nouns usually end in-est.Explain that longer adjectives usually use more and most to compare,such as more beautiful or most beautiful.Writethefollowingsentenceontheboard:We need to be smarter about how we use water.Have students work together to determine which word is the comparative adjective and what it is comparing.Repeat with the sentence It will be harder to deal with this crisis in the future.Check for understanding:Ask students to work with a partner to reread the book and circle ten comparative adjectives.Then have students share the adjectives they found and the nouns those adjectives are comparing.Independent practice:Introduce,explain,and have students complete the comparative adjectives worksheet.If time allows,discuss their answers.WordWork:Homophones Havestudentsturntopage4andrereadthesentence:Years of drought there meant little rainfall,so to irrigate their crops,farmers pumped massive amounts of groundwater from under the land.Write the word there on the board.Ask students to suggest a definition for the word there.Writethewordtheir on the board.Ask students how this word is different from the word there (it is spelled differently and has a different meaning).Explain that two words that sound the same but are spelled differently and have different meanings are called homophones.Invite volunteers to use each word in a complete sentence.Writethewordwhich on the board and invite a volunteer to use it in a complete sentence.Then have students turn to a partner and think of a homophone for the word which(witch).Have students share their findings and use the new word in a complete sentence.Check for understanding:Have students work in pairs to reread the book.Invite them to create a list of words that have accompanying homophones.Invite partners to share their findings with the class.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
