原版英语RAZ 教案H16-Terell's Taste Buds.pdf
Learning AZ,Inc.All rights reserved.www.readinga-Terells Taste BudsLesson PlanLeveLH H1About the Book Text Type:Fiction/Realistic Page Count:16 Word Count:192Book SummaryTerell is a fussy eater.He eats the same foods for breakfast,lunch,and dinner every day.On Thanksgiving,Terell realizes none of his favorite foods are on the table.What will he eat?His grandmother knows how to solve the problem.What will she do?Terells Taste Buds provides the opportunity to introduce story elements.Pictures support the text.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandrememberstoryevents Identifystoryelements Discriminateinitialandfinalconsonantdigraph/ch/Identifyinitialandfinalconsonantdigraphch Identifyanduseexclamationmarks UnderstandhowtoalphabetizewordstothesecondletterMaterialsGreen text indicates resources available on the website BookTerells Taste Buds(copy for each student)Chalkboardordryeraseboard Story elements,consonant digraph/ch/,exclamation marks,alphabetical order worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency words:ate,every,said,that,they,this,with Content words:breakfast,dinner,fussy,habits,lunch,taste buds Before Reading Build Background Askstudentswhethertherearefoodstheyreallyliketoeatandreallydislikeeating.Discussreasons for liking and disliking certain foods.Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhatthey think they might read about in a book called Terells Taste Buds.(Acceptanyanswersthatstudents can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Terells Taste BudsLesson Plan(continued)LeveLH H Learning AZ,Inc.All rights reserved.www.readinga-2Introduce the Reading Strategy:Retell Explainthatgoodreadersstopnowandthenduringreadingtoretellintheirmindwhatishappening in the story.Stopping to retell the events of the story helps readers remember and understand what they are reading.Explainthatwhenpeopleretellastoryorevent,theyexplainthedetailsinorder.Pointoutthatpeople retell stories as part of their daily lives,such as sharing what happened at school or the events on a television show.Modelretellingafamiliarstoryindetail,suchasGoldilocks and the Three Bears.Think-aloud:In GoldilocksandtheThreeBears,Goldilocks comes to a house in the forest that belongs to three bears:a mama bear,a papa bear,and a baby bear.The bears leave the house for a walk in the forest while their porridge is cooling.Goldilocks goes inside the house,even though no one is home.First,Goldilocks sees three bowls of porridge on the table.She tries each one.The first bowl is too hot,the second bowl is too cold,and the third bowl is just right,so she eats it all up.Next,she sees three chairs and sits in each one.The first chair is too hard,the second chair is too soft,and the third chair is just right.However,the chair breaks and Goldilocks falls to the ground.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages6,9,13,and15.Explainthatastheyread,theyshouldstop on these pages to think about what has happened so far in the story.encourage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Story elements Explainthatmoststorieshavecommonparts.Storieshavecharactersthepeopleorotheranimals the story is about.Stories also have a setting,or the place where the story happens.Moststoriesalsohaveaproblemthatthemaincharacterneedstosolveorfixbyfindinga solution.Modelhowtoidentifystoryelementsusingafamiliarstory.Think-aloud:In the story GoldilocksandtheThreeBears,Goldilocks is the main character.Mother Bear,Father Bear,and Baby Bear are also characters in the story.The setting is the bears house in the forest.The problem is that Goldilocks messes up the bears house and gets caught by the bears.The solution is that the bears come home and frighten Goldilocks away.Havestudentsthinkoffamiliarstoriestoshare.Discussthestoryelements(characters,setting,problem,and solution)of other familiar stories.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounterinthestory.Forexample,whilelookingatthepictureonpage3,youmightsay:It looks as though Terell is a fussy eater;he probably eats the same things every day.Remindstudentstolookatthepicturesandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtotheworddinneronpage5andsay:I am going to check the picture and think about what would make sense to figure out this word.The picture shows Terell eating pasta with butter and cheese for supper.When I look at the first part of the word,it starts with/d/.However,the word supper starts with the/s/sound,so this cant be the word.I know that some people call the meal they eat in the evening dinner instead of supper.The word dinner starts with the/d/sound.The sentence makes sense with this word.The word must be dinner.Set the Purpose HavestudentsreadtofindoutwhathappenstoTerellandhistastebuds.Remindthemtostopreading at the end of each page with a sticky note to quickly retell in their mind the details of the characters,setting,and events so far in the story.Terells Taste BudsLesson Plan(continued)LeveLH H Learning AZ,Inc.All rights reserved.www.readinga-3During Reading Student Reading Guide the reading:Give students their copy of the book.Have them read to the end of page 6 and thenstoptothinkaboutwhathashappenedsofarinthestory.Encouragestudentswhofinishbefore others to reread the text.Modelretellingandidentifyingstoryelements.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.I learned that Terell was a picky eater and that he ate the same foods every day.He ate cereal and a banana for breakfast,peanut butter and jelly sandwiches for lunch,and pasta with butter and cheese for dinner.Then I read that his eating habits were about to change on Thanksgiving.Terell is the only character I have read about so far.The setting will be someones home at Thanksgiving.The problem is that Terell is a picky eater and will only eat certain foods.I can keep reading to find out the solution of the story.Introducethe story elements worksheet.Have students write information they know so far about the story elements.Check for understanding:Have students read to the end of page 9.Have them retell what they have read and record any additional story element information on their story elements worksheet.Havestudentsreadtheremainderofthebook.Remindthemtoretellwhattheyhavereadsofarand think about the story elements to help them understand information as they read.Have students make a small question mark in their book beside any word they do not understand 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 RetellindetailtheeventsofthestoryafterTerelltastedthedifferentfoods.Think-aloud:Terell tasted the different foods so he could get the gift his grandmother promised him.After he tasted the foods,he discovered that he liked them.His grandmother said his taste buds were awake and that was her gift to him.Thanksgiving was a day Terell would always remember.Havestudentsretellthestoryfromthebeginningtoapartner.Listenforwhethertheyincludethefollowing:correcteventsindetail,eventsinorder,maincharacters,problem,andsolution.Reflect on the Comprehension Skill Discussion:Discusswithstudentsthecharactersinthestory,thesetting,andtheproblemandsolution.Independent practice:Havestudentscompletethestoryelementsworksheet.Iftimeallows,discusstheir answers.Enduring understanding:Inthestory,Terellhasaproblem.Heisapickyeaterandwillonlyeatcertain foods.His grandmother promises him a gift if he will try the Thanksgiving foods.He tries them and discovers that he likes them a lot.Now that you know this information,why is it importanttotrynewfoodsevenwhenyouthinkyouwontlikethem?Build Skills Phonological Awareness:Discriminate initial and final consonant digraph/ch/Saythewordscheese and lunchaloudtostudents,emphasizingtheinitialorfinal/ch/sound.Have students say the words aloud and then say the/ch/sound.Terells Taste BudsLesson Plan(continued)LeveLH H Learning AZ,Inc.All rights reserved.www.readinga-4 Readpage5aloudtostudents.Havethemgivethethumbs-upsignalwhentheyhearawordthatbeginswiththe/ch/sound.Readpage4aloudtostudents.Havethemgivethethumbs-downsignal when they hear a word that ends with the/ch/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/ch/soundorthethumbs-downsignalifthewordendswiththe/ch/sound:lunch,chair,child,inch,watch,change.Phonics:Initial and final consonant digraph ch Writethewordscheese and sandwich on the board and say them aloud with students.Havestudentssaythe/ch/soundaloud.Thenrunyourfingerunderthelettersinthewordsasstudentssayeachwholewordaloud.Askstudentswhichtwoletterstogetherstandforthe/ch/sound in the words cheese and sandwich.Check for understanding:Write the following words that begin or end with the/ch/sound on the board,leavingofftheinitialorfinaldigraph:cherry,chart,inch,bench.Say each word,one at a time,andhavevolunteerscometotheboardandaddtheinitialorfinalch digraph in each word.Have students practice blending the sounds together to say each word.Independent practice:Introduce,explain,andhavestudentscompletetheconsonant digraph/ch/worksheet.Iftimeallows,discusstheirresponses.Grammar and Mechanics:Exclamation marks Havestudentsturntopage7.Readthefirstsentencealoud.Thenreadthesecondsentencealoud.Askstudentstotellwhichsentencewasreadwithmoreexcitement.Pointouttheexclamationmarkinthesecondsentence.Explaintostudentsthatexclamation marks tell readers to read the words in the sentence with surprise or excitement.Point out that exclamation marks are not used in all sentences.Havestudentsreadaloudwithexcitementthesentenceonpage13.Discusswhythissentencemight be read with excitement(Terell is surprised that he liked the food).Check for understanding:Askstudentstolocatetheothersentenceinthebookthatusesanexclamation mark.Have them read the sentence with excitement to a partner.Independent practice:Introduce,explain,andhavestudentscompletetheexclamation marks worksheet.Iftimeallows,discusstheirresponses.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorderbyusingthefirstand second letters.Writethewordsjelly and cheese on the board.Have a volunteer explain which word would appearfirstinalphabeticalorder(cheese)and why(because c comes before j in the alphabet).Writethewordspasta and peanut on the board.Point out that the words begin with the same letter(p).Askavolunteertotellwhichwordwouldappearfirstinalphabeticalorderandwhy(pasta because the second letter,a,in pasta comes before the second letter,e,in peanut).Check for understanding:Write the words butter and bananas on the board.Have a student come totheboardandcirclewhichwordwouldappearfirstinalphabeticalorder.Pointouttostudentsthat they must look at the second letter of these words to alphabetize them correctly.Independent practice:Introduce,explain,andhavestudentscompletethealphabetical order worksheet.Iftimeallows,discusstheirresponses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Terells Taste BudsLesson Plan(continued)LeveLH H Learning AZ,Inc.All rights reserved.www.readinga-5Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents retell the story to someone at home.Remind them to use all of the story elements in the retelling.Extend the Reading Realistic Fiction Writing ConnectionHave students draw a picture of a food they like and a food they dislike.Have them write sentences to tell about the pictures.visitWritingAZforalessonandleveledmaterialsonrealisticfictionwriting.Science ConnectionDiscussthefoodgroupsandthedailyrequirementsfornutrition.Makeafoodpyramidandhelpstudents plan meals that meet the requirements.Skill Review Discussioncards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:accuratelyandconsistentlyretellthestoryduringdiscussiontounderstandtext accuratelyidentifystoryelementsduringdiscussionandonaworksheet accuratelydiscriminatetheinitialandfinalconsonantdigraph/ch/soundduringdiscussion identifyandwritethelettersymbolsthatstandfortheconsonantdigraph/ch/soundduringdiscussion and on a worksheet accuratelyidentifyandunderstandtheuseofexclamationmarksduringdiscussionandon a worksheet understandhowtoalphabetizewordstothesecondletterduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric
