原版英语RAZ 教案H61-Yellowstone A Place of Wild Wonders.pdf
Yellowstone:A Place of Wild WondersH H1 Learning AZ All rights reserved.www.readinga-Focus Question:What is Yellowstone,and why do people visit there?Book SummaryText Type:Nonfiction/InformationalAs the United States first national park,Yellowstone paved the way for the protection of beautiful land throughout the country.Yellowstone:A Place of Wild Wonders provides students with an introduction to this magnificent area and all of its natural wonders.Detailed photographs support the text.The book can also be used to teach students how to determine an authors purpose for writing and the proper use of conjunctions.The book and lesson are also available for levels K and N.Guiding the ReadingBefore ReadingBuild Background Provideeachstudentwithapieceofpaper.Havestudents close their eyes and imagine a beautiful natural area they have seen,such as a forest,mountains,the ocean,and so on.Invite students to consider what they saw,heard,smelled,and soonastheypicturethisareaintheirmind.Havestudents draw a picture and share it with a partner.Writethewordnational parks on the board and read it aloud to students.Explain that national parks are areas of land owned by the government that are protected,meaning that no one can buy orsellthisland.Pointoutthatnationalparksareprotected either because of some kind of historical importance or because of their natural beauty.Introduce the Book GivestudentstheircopyofYellowstone:A Place of Wild Wonders.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhat 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 overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:VisualizeExplain to students that engaged readers visualize,or create pictures in their mind,as they read.Explain that readers make visual images using information from the text and what they already know about thesubject.Pointoutthatthepicturesinabookcanalso provide information to add to visualizations.Havestudentsclosetheireyesasyoureadpage5aloud.Ask students to draw a representation of what they visualized.Invite volunteers to share their Lesson EssentialsInstructional Focus Visualize to understand text Determine authors purpose Describe information provided by photographs Discriminate initial consonant st-blends Identify initial and final consonant st-blends Recognizeanduseconjunctions Identify and use synonymsMaterials Book:Yellowstone:A Place of Wild Wonders(copy for each student)Authors purpose,conjunctions,synonyms worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:go,many,see WordstoKnowStory critical:geyser(n.),hot spot(n.),hot springs(n.),national parks(n.),Native Americans(n.),protected(adj.)Academicvocabulary:area(n.)Yellowstone:A Place of Wild WondersH H2 Learning AZ All rights reserved.www.readinga-visualization with the rest of the class,and discuss how their pictures compare to the picture in the book.Introduce the Comprehension Skill:Authorspurpose Explaintostudentsthatauthorshaveapurpose,orreason,forwhattheywrite.Writethewordsinform,entertain,and persuade on the board.Explain to students that to inform means to provide information,to entertain means to amuse,and to persuade means to convince another to act or feel a certain way.Reviewwithstudentsabooktheclasshaspreviouslyread.Havestudentsworkingroupsto determine the authors purpose,and guide studentstoaclassconsensus.Havestudentsworkwith a partner to predict the authors purpose for Yellowstone:A Place of Wild Wonders.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe 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 modelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeon 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 HavestudentsreadtofindoutmoreaboutYellowstone.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the question.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 a national park?(level 1)page 4 How does being on a hot spot make Yellowstone an interesting place?(level 2)pages5and6 What kinds of animals can be seen at Yellowstone?(level 2)pages 710 Who spent time in Yellowstone before it became a national park?(level 1)pages 11 Why did people feel that Yellowstone needed to be protected?(level3)multiple pagesText Features:PhotographsExplain that photographs are helpful when reading because they provide the reader with important informationaboutthetext.Havestudentsworkinsmall groups to review the photographs on page 6.Ask students:How do these photographs help you understand the difference between a geyser,a mud pool,and a hot spring?What information can you gather from these photographs that was not included in the text?Havestudentsworkinsmallgroupstoreview other photographs in the book and discuss as a class why the author chose to include each photo.SkillReviewModel for students how you create visual images as you read,and direct them to stop at several points during reading to draw a representation of what they visualize.Invite volunteers to share their pictures with the rest of the class.Discuss with students how their pictures compare with the pictures in the book.Havestudentsworkingroupstoperiodicallyreviewthe details they have read and discuss their effect on thereader.Havegroupsdiscusstheiropinionontheauthors purpose for writing each time they convene.Modelevaluatingdetailstodeterminethe authors purpose.Think-aloud:The book is providing me with many details about Yellowstone National Park:the beautiful and unusual land features,the wildlife,the history of the park,and so on.All of these facts give me new information on the topic,so I believe the authors purpose is to inform.Still,I will read to the end of the book,examining each detail,to see if he has a different main purpose.Modelhowtocompletetheauthors purpose worksheet.Havestudentsidentifydetailsfromthebook and circle them.Then,have students discuss the details with a partner and determine the authors purpose for the book.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:AuthorspurposeReviewtheauthorspurposeworksheetthatstudentscompleted.Havestudentssharetheirworkingroups.Invite volunteers to share with the rest of the class the details they chose,and have students point to the correct purpose on the board.Circle the word inform.Discuss with students the justification for choosing this purpose.Guiding the Reading(cont.)Yellowstone:A Place of Wild WondersH H3 Learning AZ All rights reserved.www.readinga-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 QuestionHavestudentscitespecificevidencefromthebooktoanswertheFocusQuestion.(Answersshouldinclude:Yellowstone is a national park where many people enjoy hiking,fishing,camping,and observing the natural beauty and the wildlife.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Initial and final consonant st-blends Saythewordstone aloud to students,emphasizing theinitial/st/sound.Havestudentssaythewordaloudandthensaythe/st/sound.Havestudentspractice saying the/st/sound to a partner.Repeattheprocesswiththewordbest.Point out that in the word best,the consonant st-blend is present at the end of the word.Check for understanding:Say the following words one at a time,and have students put their hands on their head when they hear a word that begins with the st-blend and clap their desk when they hear a word that ends with an st-blend:step,stack,last,still,must,nest,stuck,and bust.Phonics:Initial and final consonant st-blends Writethewordsstop and rest on the board and read them aloud with students.Havestudentssaythe/st/soundaloud.Then,runyour finger under the letters in the word stop as students say the whole word aloud.Ask students to identify which letters represent the/st/sound in the word stop.Repeatthisprocesswiththewordrest.Check for understanding:Writethefollowingwords on the board,leaving off the initial or final consonant st-blend of each:stamp,rust,stack,most,stick,nest.Say the first word aloud,and have students call out whether the word begins or ends with the consonant st-blend.Invite a volunteer to come to the board and add the initial or final consonantblend.Repeatwiththeremainingwords.Grammar and Mechanics:Conjunctions Writethefollowingsentenceontheboard:It shoots steam and hot water high into the air.Readthesentencealoudwithstudents.Underlinethewordand.Explain that this word is a conjunction.The words and,but,and or are examples of conjunctions.They join together parts of sentences.Readpages8and9aloudasstudentsfollowalong.Invite students to circle all of the conjunctions.Discuss students findings as a class.Check for understanding:Havestudentslookthroughthe book to locate all of the conjunctions.Invite students to work in small groups to share their findings.Reviewtheconjunctionsinthebook as a class.Independent practice:Introduce,explain,and have students complete the conjunctions worksheet.If time allows,discuss their answers.WordWork:Synonyms Writethewordbig on the board and read it aloud with students.Ask them to suggest a word that means almost the same thing as big.Explain that a word that means the same or almost the same as another word is called a synonym.Writetheword synonym on the board and have students read it aloud.Writethefollowingwordsonsentencestrips:hot,many,little,kind,beautiful.Invite volunteers to hold the sentence strips and stand in the front of the room.Invite students to line up behind a student holding a sentence strip when they have a corresponding synonym to share.Invite students to share their synonym and use it in a complete sentence.Havestudentsgiveathumbs-upsignal if the speaker has correctly used the synonym.Check for understanding:Havestudentsworkinpairsto use a thesaurus to identify synonyms for the following words:strong,long,cold.Invite students to share their findings with the class.Independent practice:Introduce,explain,and have students complete the synonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
