原版英语RAZ 教案G07-My Day.pdf

1My DayLesson PlanLEVELG G Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Personal Account Page Count:10 Word Count:190Book SummaryMy Day tells the story of a little boy and his daily activities.The text guides readers through the typical activities of a childs day:waking up,getting ready for breakfast,going to school,playing,eating dinner,and going to bed.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledge Sequencestoryevents Discriminatethelong/a/vowelsound Readwordswithvoweldigraphay Useinitialcapitalizationandendpunctuationcorrectly RecognizeandunderstandthatsomewordsmeantheoppositeornearlytheoppositeofeachotherMaterialsGreen text indicates resources available on the website BookMy Day(copy for each student)Chalkboardordryeraseboard Sequence,antonyms,tellingtimeworksheets Teachingclock(optionalformathconnection)DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaperand pencil if books are reused.)Vocabulary High-frequency words:come,for,get,go,goes,into,me,my,then,when Content words:afternoon,evening,morning,night,noonBefore ReadingBuild Background Askstudentstothinkabouttheirdailyactivitiesfromthetimetheywakeupinthemorninguntilthetimetheygotobedatnight.Reinforcetheuseofcontentvocabulary.Forexample,youmightsay:You make your bed at the beginning of the day in the morning.Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledMy Day.(Acceptanyanswersstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Havestudentslookatthepictureonthetitlepage.Askwhattimeofdaythepictureisshowing(sunriseorsunset)andwhatsomeonemightdoatthattimeofday.2My DayLesson Plan(continued)LEVELG G Learning AZ,Inc.All rights reserved.www.readinga-Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyreadaboutinabook.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthetopicofthebookwillhelpthemunderstandwhattheyread.Modelconnectingtopriorknowledgeusingtheinformationonthecovers.Think-aloud:As I look at the front cover of this book,I notice that the picture shows children outside.They have on baseball gloves and are throwing a baseball.They must be playing catch.I know that children often play with their friends after school and on the weekends.This reminds me of activities I do with my friends,such as play games and go out to lunch.The title of the story is MyDay.This makes me think about other activities I do throughout my day,such as getting ready in the morning,eating dinner,and getting ready for bed.Thinking about what I know about the events of my day will help me to understand and enjoy the book.Havestudentspreviewthepicturesonthecoversandtitlepageofthebook.Havethemtellhowthey connected with prior knowledge.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Asyoupreviewthebook,reinforcenewvocabularybyincorporatingitintothediscussionoftheillustrations.Forexample,onpage3,youmightsay:It looks like the boy is just waking up.It must be the morning.Modelforstudentsthestrategiestheycanusetosaynewwords,suchasusingaknownwordtosayanewword.Forexample,pointtothewordlunchtime on page 5.Point to the first part of the word,lunch,andaskstudentstoidentifythispartoftheword.Havestudentslookatthelettersintheremainderofthewordandencouragethemtosaythesecondpartoftheword.Saythe entire word aloud with students.Then read the sentence together and ask whether the word lunchtime makessense.Set the Purpose Havestudentsreadthebooktofindoutabouttheboysday.Remindthemtostopaftereverycoupleofpagestothinkaboutwhattheydoduringtheirdaycomparedtotheboyinthestory.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3.Readthewordtogether(Morning).Point out where to begin reading on each page.Remindstudentstoreadwordsfromlefttoright.Pointtoeachwordasyoureaditaloudwhilestudents follow along in their own book.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemreadtotheendofpage5,usingtheirfingertopointtoeachwordastheyread.Encouragestudents who finish before others to reread the text.Modelconnectingtopriorknowledge.Think-aloud:On page 4,I read about the steps the boy takes to get ready for school in the morning.This reminds me of the steps I take to get ready in the morning.I do many of the same things,such as wash my face,get dressed,and eat breakfast.However,I dont always do these things in the same order.Thinking about what I do in the morning helped me to read some of these words.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknowastheyread.Havestudentsreadtheremainderofthestory.Remindthemtousewhattheyalreadyknow tohelpthemunderstandnewinformationastheyread.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.3My DayLesson Plan(continued)LEVELG G Learning AZ,Inc.All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:On page 8,I read how the boy got ready for bed.This reminded me about the steps I take to get ready for bed.I take a shower,brush my teeth,and put on my pajamas.Using what I already know about the activities of my day made it easier for me to read the book.I could recognize the activities in the pictures and this helped me to read the words.Discusswithstudentshowusingwhattheyalreadyknowhelpedthemunderstandwhattheyread.Invite students to share how they connected to prior knowledge as they read.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Sequence events Discussion:Askstudentstocomparesomeoftheactivitiesduringtheboysdaywithatypicaldayin their own life.Introduce and model:Tell students that a story is a series of events that happen in a particular order.Inthisstory,theorderfollowedthetimeofday,frommorningtonight.Theorderofeventsiscalled the sequence.Tell students that unless a story is told in the order in which it happened,itusuallydoesnotmakesense.Pointoutthesequenceinthisstory.Think-aloud:In this story,the boy completed activities in a certain order.I dont include all the details of the story as I would in a retelling,such as all the things the boy did while getting ready for school.I only tell the most important events in order to tell what the boy did during his day.The first activity he did was that he got ready for school.Next,he ate lunch and played with his friends.Check for understanding:Havestudentssharethesequenceofeventsthroughtheendofthestory.If necessary,use the pictures in the book as a guide.Tell or review with students that when eventsrepeatinthesameorder,itiscalledacycle,such as day and night.Independent practice:Introduce,explain,andhavestudentscompletethesequenceeventsworksheet.Iftimeallows,discusstheiranswers.Instructstudentstousethelastpageoftheirbooktodrawacyclepictureofsomeoftheactivitiesduringtheirday.Thecyclemaybeginwithmorningandincludeafternoon,evening,andnight.Havestudentssharetheactivitiesoftheirdaywiththegroup.Build SkillsPhonological Awareness:Discriminate long/a/vowel sound Saytheworddayandhavestudentsrepeattheword.Thenhavethemsaythewordwithout the/d/sound.Havestudentsrepeatthelong/a/vowelsound.Saythewordsplay and face,and have students repeat the words.Ask students to tell how the wordsarethesame(bothhavethelong/a/vowelsound).Makesurestudentscanhearthatthevowelsoundsarethesame.Saythefollowingpairsofwordstostudents:day,sat;stay,play;rain,name;gate,cat;nail,wait;gray,hat;rake,made;pain,pan.Pause after saying each pair of words and have students show thethumbs-upsignalifthevowelsoundsarethesameandshowthethumbs-downsignalifthevowel sounds are different.Phonics:Vowel digraph ay Writetheworddayontheboard.Havestudentsfindthewordonthecoverandonpage3,and read the sentence in which it is found.Askstudentswhatvowelsoundtheyhearattheendoftheword(long/a/).Circletheay ending of the word and point out that the vowel is followed by the letter y.Revieworexplainthatthe a usually represents the long/a/vowel sound in words with the ay lettercombination.4My DayLesson Plan(continued)LEVELG G Learning AZ,Inc.All rights reserved.www.readinga- Askstudentstothinkaboutotherwordstheyknowthatendwiththeaylettercombination:play,tray,stay,clay,gray,hay,lay,may,say,today,and way.Writeeachwordontheboard,leaving off the aydigraph.Havevolunteerscometotheboardandwritetheay digraphs tocompletethewords.Havestudentsreadthewordsaloud.Grammar and Mechanics:Capitalization and punctuation Writethefollowingsentenceontheboard:I had a good day.Circletheinitialcapitalletter andtheperiodinthesentence.Readthesentencealoudtostudents.Revieworexplainthateverysentencebeginswithacapitalletterandendswithaperiodor otherpunctuationmark.Thedotattheendofasentenceisaperiodandasymbolforreaders to stop reading.Writethefollowingsentencesfromthebookontheboard:I read my favorite books.Night comes after the Sun has set.The sky is dark.The Moon and stars are out.Havevolunteerscirclethe capital letters at the beginning of the sentences and the periods at the end of the sentences.Writeseveralsentencesontheboardwithoutcapitalizationorpunctuation.Askvolunteerstocorrectthecapitalizationandpunctuationinthesentences.Word Work:Antonyms Havestudentsrereadpage3inthebook.Askthemtotellwhattimeofdayitis(morning).Thenhavethemidentifythetimeofdayonpage7(evening).Writethewordsmorning and evening ontheboard.Tellstudentsthatthesetwowordsmeantheoppositeofeachother.Explaintothemthatwordsthatareoppositesarecalledantonyms.Havestudentsturntopage5andlocatethewordhigh.Askthemtoidentifytheoppositeoftheword high(low).Iftheconceptisunclear,turntopage7andreadthefirstsentencetogether,discussingthepositionoftheSun.Toreinforcetheoppositeshigh and low,encourage students todemonstratehighandlowwithbodymovements.Askstudentstoidentifyadditionalantonympairstheyknow,suchasin/out,front/back,up/down,big/little,asleep/awake.Independent practice:Introduce,explain,andhavestudentscompletetheantonymsworksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting and Art ConnectionHavestudentsthinkaboutoneoftheactivitiesoftheirday.Providethefollowingsentencestructure:I _ in the/at _.Examplesmightbe:I go to soccer practice in the afternoon.I read stories at bedtime.Havestudentswriteandillustratethesentence,andthensharetheirworkwiththegroupwhencompleted.Visit WritingAZforalessonandleveledmaterialsonnarrativewriting.Math ConnectionHavestudentslookatthepagesthatincludeanalogclocks(pages4,6,7).Discussthetimesshownontheclocksandatwhattimesstudentsgetreadyforschool,comehomefromschool,andhavedinner.Useateachingclock,ifavailable,toreviewtellingtimebythehourandhalfhour.Introduce,explain,andhavestudentscompletethetellingtimeworksheet.Iftimeallows,discusstheiranswers.5My DayLesson Plan(continued)LEVELG G Learning AZ,Inc.All rights reserved.www.readinga-Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:connecteventsinthestorywiththeirownpriorknowledgeandexperiences accuratelysequenceeventsfromthestoryonagraphicorganizer discriminatevowelsoundswhenorallypresentedwithwordpairs readandwritewordswiththeay vowel digraph usecapitalizationandpunctuationcorrectly identifyexamplesofantonymsfromconceptsandvocabularyinthestoryComprehension Checks BookQuiz RetellingRubric