原版英语RAZ 教案G58-Building a House.pdf
Building a HouseG G1 Learning AZ All rights reserved.www.readinga-Focus Question:Why do most home builders follow the same basic steps when building a house?Book SummaryText Type:Nonfiction/InformationalHouses look very different on the outside,but most builders follow the same steps to build them.Most houses have foundations,floors,walls,and roofs.Building a House provides students with a realistic look at the basic home-building process.The book can also be used to teach students how to sequence events and to recognize and use nouns.Guiding the ReadingBefore ReadingBuild Background Postapictureofahouseontheboard.Describethehouse to students and record the words used in the description on the board(windows,floors,door,roof,walls,and so on).Discusswithstudentsthepartsofahouseusedinthe description of the picture.Have students draw on a separate piece of paper a picture of a house.Invite volunteers to share their picture with the rest of the class.Introduce the Book GivestudentstheircopyofBuilding a House.Guidethemtothefrontandbackcoversandreadthe 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.Showstudentsthetitlepage.Discusstheinformationon the page(title of book,authors name).Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers often ask and answer questions as they read.Explain that readers use prior knowledge and information they readinthebooktohelpthemformquestions.Pointout that asking and answering questions helps readers understand and remember what they read.Have students look at the photographs on the covers and title page.Ask students to share one question they have with a partner.Invite volunteers to share their question with the rest of the class,and discuss how they might find the answer to the question.Introduce the Comprehension Skill:Sequence eventsExplain to students that some books need to organize details in a certain order for the information to make sense to the reader.Explain that a sequence of events is a series of events or details arranged in a certain order.Pointoutthatauthorsoftenusetransitionwords to clarify the sequence of events.Write the words first,next,then,and finally on the board.Lesson EssentialsInstructional Focus Ask and answer questions to understand text Sequence events Describeinformationprovidedbyphotographs Discriminateinitialconsonantst-blends Identify initial consonant st-blends Recognize and use nouns Identify and use the high-frequency word theyMaterials BookBuilding a House (copy for each student)Sequence events,initial consonant st-blends,nouns worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:make,put,they WordstoKnowStory critical:builders(n.),foundation(n.),pipes(n.),steps(n.),switches(n.),wires(n.)Academicvocabulary:become(v.),same(adj.)Building a HouseG G2 Learning AZ All rights reserved.www.readinga- Modelsequencingthestepsofafamiliarprocess,such as washing the dishes.Ask students to think about making a sandwich.Have them describe the process to a partner,focusing on the correct order of events.Invite volunteers to share their sequence of events with the rest of the class.Encourage students to use transition words as they describe the order of events.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Pointoutthatthesewordscanbefound in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to the 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 Havestudentsreadtofindoutmoreaboutbuildinga house.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.What is the first step in building a house?(level 1)page 4 Why do builders cover the roof and outside walls?(level 1)page 6 What happens after the walls and ceilings are closed?(level 2)pages 912 What materials are used to build a house?(level 2)multiple pages What are some special skills builders need to have?(level 3)multiple pagesText Features:PhotographsExplain that photographs,or pictures,are important when reading because they provide readers with additional information.Have students work with a partner to review the photograph on page 4.Ask students:What additional information did you learn from this photograph?Why are photographs an important part of the book?Have students review other photographs in the book and discuss in groups what other photographs they would add to the book and why.Invite volunteers to share their thoughts with the rest of the class.Skill Review Modelforstudentshowyouaskandanswerquestions as you read,and direct them to stop at several points during reading to ask and answer questions they have.Invite volunteers to share their questions and answers with the rest of the class.Discussthatsomequestionsmightnotbeanswered by reading this book.Havestudentsworkingroupstoperiodicallyreviewthe sequence of events and discuss why the order of events is important in building a house.Have groups use the photographs cut from an extra copy of the book to arrange the events in the correct order.Modelsequencingevents.Think-aloud:The author of this book organized the details in a certain sequence so the reader would understand the steps involved in building a house.I read that first the builders made a foundation,and next they added the floors,the walls,and the roof.When I read these steps,I understood that the foundation must be built first or there would be no place for the floors and walls to go.The correct steps must be followed when building a house.Modelhowtocompletethesequence events worksheet.Have students identify transition words from the book and circle them.Then,have students discuss the sequence of events with a partner.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 ReviewWorksheet:Sequence eventsReview the sequence events worksheet that students completed.Have students share their work in groups.Invite volunteers to share their events with the rest of the class.Use the pictures cut from an extra copy of the book to assist students with their sequence of events,if necessary.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Guiding the Reading(cont.)Building a HouseG G3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasons should include some of the following information.Home builders follow the same basic steps because each step builds on the previous step.For example,they have to pour the foundation before they put up the walls otherwise they wouldnt have anywhere to put the walls.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant st-blends Saythewordstep aloud to students,emphasizing the initial/st/sound.Have students say the word aloud and then say the/st/sound.Have students practice saying the/st/sound to a partner.Saythewordssay and stay aloud.Have students discuss with a partner the difference between thetwowords.Pointoutthesecondwordhas a different sound at the beginning.Havestudentsworkingroupstogeneratewordsthat begin with the/st/sound.Have students share some of the words generated with the whole group.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 st-blend:stem,swing,sting,summer,spaces,straw,switches,and stuck.Phonics:Initial consonant st-blends Writethewordsteps on the board and read it aloud with students.Havestudentssaythe/st/soundaloud.Then,runyour finger under the letters in the word steps as students say the whole word aloud.Ask students to identify which letters represent the/st/sound in the word steps.Saythewordstay aloud,emphasizing the initial sound,and have students write the word on a separate sheet of paper.Have students compare their word with a partners.Check for understanding:Write the following words on the board,leaving off the initial consonant blend:stamp,steak,star,and steam.Invite volunteers to come to the board and add the initial consonant blend.Independent practice:Introduce,explain,and have students complete the initial consonant st-blends worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Reviewwithstudentsthatnouns are words that name people,places,and things.Write the following sentence on the board:Builders follow the same steps to build houses.Ask students to discuss with a partner which words in the sentence are nouns.Writethewordsbuilders and houses on the board.Discusswithstudentswhetherthesewordsnamepeople,places,or things.Havestudentsworkwithapartnertolocatethenouns on page 5.Have volunteers share their answers with the whole class.Ask students to give the thumbs-up signal if the word is a noun.Check for understanding:Have students look through the book to locate nouns.Ask them to share with a partner five nouns they found and confirm that each one is a noun.Independent practice:Introduce,explain,and have students complete the nouns worksheet.If time allows,discuss their answers.WordWork:High-frequency word they Writethewordthey 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.Spellthewordaloudwhilestudentswriteeachletter in the air.Writethefollowingsentenceontheboard:They put in the windows and doors.Read it aloud with students and discuss with them the meaning of the word they.Ask students to call out the noun that is replaced by the pronoun they in that sentence.Havestudentspracticespellingthey with magnetic letters on their desk.Check for understanding:Have students work in pairs to create oral sentences using the word they.Call on students to share a sentence with the rest of the class,and ask other students to give a thumbs-up signal if they used the word they correctly.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
