原版英语RAZ 教案H54-What Built This.pdf
What Built This?H H1 Learning AZ All rights reserved.www.readinga-Focus Question:What are some reasons animals build?Book SummaryText Type:Nonfiction/InformationalWhat Built This?introduces readers to the fascinating world of animal builders.Students will learn about the many reasons animals build as well as the different types of things they build.Text is supported with detailed photographs and text features to keep students engaged.This book can also be used to teach students the skills of comparing and contrasting,and identifying nouns.The book and lesson are also available for levels K and N.Guiding the ReadingBefore ReadingBuild Background Askstudentswhattheyknowaboutanimals,focusing on what animals need to survive.Invite volunteerstoshareideas.Askstudentstothinkabout how animals get those survival tools.Does nature provide them?Or do the animals need to make or build those tools?Have students share their ideas with a partner.Guidestudentstothinkaboutwhyanimalsbuilddifferent things.Encourage students to share their ideas with the class.Introduce the Book GivestudentstheircopyofWhat Built This?Guidethem 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).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overviewofthebook.Askstudentswhattheyexpect to read about in the book,on the basis of whattheyseeinthetableofcontents.(Acceptallanswers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers ask and answer questions while reading in order to better understandatext.PassouttheKWLS/ask-and-answer-questions worksheet and explain what each section on the KWLS chart stands for.Have students think about the topic and fill out the What I Know section on their worksheet.Then,have students think about what questions they have about the topic and fill out the What I Wonder section on their worksheet.Explain that students will look for the answers to these questions while reading in order to better understand the text.Lesson EssentialsInstructional Focus Askandanswerquestionstounderstandthe text Compare and contrast ideas from the text Segment syllables Identify long vowel/a/Recognizeandusenouns Understand and use captions to clarify pictures PlacewordsinalphabeticalorderMaterials Book:What Built This?(copy for each student)KWLS/ask and answer questions,long vowel/a/,nouns worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:these,this,with WordstoKnowStory critical:builders(n.),chimney(n.),dams(n.),dens(n.),prey(n.),silk(n.)Academicvocabulary:through(prep.),use(v.)What Built This?H H2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatonewaytobetterunderstand information presented in a text is to compare and contrast.Explain that comparing tells how things are alike and that contrasting tells how things are different.Encouragestudentstothinkaboutwhattheanimals build in this book and how those things are alike and different while reading.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.Pointtotheuseofeach 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 students 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 Havestudentsreadtofindoutmoreaboutwhattypes of things animals build.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 QuestionsAsstudentsreadthebook,monitortheirunderstanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is the benefit of prairie dogs digging their tunnels underground?(level3)page 5 How do trapdoor spiders catch their prey?(level 1)page 9 How are prairie dogs and leafcutter ants similar?(level 2)pages 5 and 10 What would happen if crayfish couldnt dig to get to water?(level3)page13 What do animals use to build?(level 2)multiple pagesText Features:CaptionsExplain that captions are helpful when reading because they clarify pictures and provide the reader with more detailed information.Have students turn to a picture in the book and cover the caption.Have students guess what the picture is showing.Then,have students uncover the caption and read about the picture.Repeatwithmultiplepicturesfromthetext.Explain that reading captions is an important part of understanding the text and that all captions should be read to give students a better understanding of the text.SkillReview Discusstheanimalsstudentshavereadaboutsofarin the book.Have students think about what these animals build.Modelcomparingandcontrasting.Think-aloud:Two animals I have read about so far in this book are prairie dogs and sociable weaver birds.Prairie dogs dig underground tunnels that have rooms for eating and sleeping.Sociable weaver birds make nests that can hold four hundred birds!These two animals are alike because they both build homes where they can eat and sleep and their homes are big enough for lots of prairie dogs or sociable weaver birds to live in them.These animals are different because prairie dogs live underground and sociable weaver birds live high in trees.Havestudentschoosetwootheranimalsfromthebook and discuss what they build.Have students share with a partner how the animals are alike and how they are different.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Ask and answer questionsHave students answer all of the questions from their KWLS/ask-and-answer-questions worksheet in the What I Learned section.If any questions remained unanswered,have students circle them.Have students brainstorm a list of new questions they have on the basis of the book and list them in the What I Still Wonder section.Encourage students to investigate the answers to these questions to continue learning about this topic.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Guiding the Reading(cont.)What Built This?H H3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students should include that animals build for many reasons,such as protection,attracting a mate,catching prey,and getting water.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Segment syllables Explaintostudentsthateverywordcontainsone or more parts.These parts are called syllables.Saythewordchimney.Clap at each syllable:chim-ney.Explain to students that you clapped two times because there are two parts,or syllables,inthisword.Readthefollowingwordsandhavevolunteers clap the number of syllables:builders,dens,animals.Check for understanding:Have students work together to count the number of syllables in various words in thebook.Givestudentsanumberofsyllables,suchas two,and have them search for words with two syllables.Repeatwithanothernumberofsyllables.Phonics:Longvowel/a/Writethewordstay on the board and read it aloud with students.Have students say the long vowel/a/sound aloud.Then,run your finger under the letters in the word as students say the whole wordaloud.Askstudentstoidentifywhichlettersrepresent the long vowel/a/sound in the word stay.Writethewordsat and read it aloud with students.Have students discuss with a partner the similarities anddifferencesbetweenthetwowords.Pointoutthat sat has the short vowel/a/sound while stay has the long vowel/a/sound.Havestudentsidentifywordswiththelongvowel/a/sound in the book.Check for understanding:Write the following words on the board:make,mad,bay,bat,track,and tape.Say each word,one at a time.Have students work with a partner to sort the words into long vowel/a/words and short vowel/a/words.Have volunteers sharetheiranswerswiththeclass.Asktheclasstogive a thumbs-up signal if the students sort the words correctly.Independent practice:Introduce,explain,and have students complete the long vowel/a/worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Usinganextracopyofthebook,cutoutafewpictures and display them on the board.Have students name the objects in the pictures and write the names on the board.Explaintostudentsthatnouns are words that name people,places,and things.Readthelistofnameswritten on the board,and invite volunteers to come up and circle the nouns.Have students share any other nouns they see in the pictures.Check for understanding:Have students work with a partner to find and highlight all the nouns in the book.Call on students to share with the rest of the class a noun they found,and have other students give a thumbs-up signal if the word is a noun.Independent practice:Introduce,explain,and have students complete the nouns worksheet.If time allows,discuss their answers.WordWork:Alphabetical order Revieworexplaintheprocessofputtingalist of words in alphabetical order.Write the words silk,dams,and prey on paper and display them on the board.Discuss how to put these words in alphabetical order,reminding students to look at the first letter in each word.Have a volunteer move the words into the correct order.Putstudentsintosmallgroups,andgiveeachgroupthe following six words:and,up,can,was,like,and bag.Have students work together to put these words in alphabetical order.Invite volunteers from each group to share their answers.Check for understanding:Write the words big,sat,cry,under,eat,and flat on the board.Have students write the words in alphabetical order on a separate sheet of paper and share their answers with a partner.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
