原版英语RAZ 教案N09-Coral Reefs.pdf
Coral ReefsLesson PlanLeveLN N1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:615Book SummaryCoral reefs are massive undersea communities where one quarter of all plants and animals in the ocean make their homes.Readers are invited to explore the diverse but fragile world of the coral reef.The author helps us learn more about why these unique communities are in need of our protection.Photographs,diagrams,captions,and a map support the text.Book and lesson also available at Levels Q and U.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Identifythemainideaandsupportingdetails Identifyvoweldigraphsee,ea,and ie Understandanduseprepositionsinsentences ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookCoral Reefs(copy for each student)Chalkboardordryeraseboard KWLS/ask and answer questions,main idea and details,prepositions,alphabetical order worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:atolls(n.),barrier reefs(n.),fringing reefs(n.),lagoon(n.),polyps(n.)Before ReadingBuild Background Writethephrasecoral reef ontheboard.Askstudentstosharewhattheyknowaboutthephrase.Explainthatcoralreefsarehometomillionsoffishintheocean.Askstudentswhetherthey know anything about how coral reefs are formed.CreateaKWLSchartontheboardandhandouttheKWLS/ask and answer questions worksheet.Review or explain that the K stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands for what we still wanttoknowaboutthetopic.Asvarioustopicsarediscussed,fillinthefirstrow(K)on the board with information students know about the topic.Have students complete the same section of their KWLS worksheet.Coral ReefsLesson Plan(continued)LeveLN N2 Learning AZ All rights reserved.www.readinga- Askstudentswhattheywouldliketoknowaboutcoralreefs.Havethemfillinthesecondrow(W)of their worksheet.Write their questions on the class chart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type of book it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Ask and answer questions Discusshowhavingpriorknowledgeaboutatopic,andaskingandansweringquestionswhilereading,can help readers understand and remember the information in a book.Directstudentstothefrontandbackcoversofthebookagain,andhavethemstudythephotographs.Afterpreviewingthecoversandtitle,usethemtomodelaskingquestions.Think-aloud:I can use the cover and title of the book to think of questions I would like to have answered about coral reefs.For example,I see lots of little fish swimming around different colorful designs.It seems as though Im looking at a coral reef in the ocean.I wonder how a coral reef is formed.Ill have to read the book to find out.Ill write this question on the chart.Havestudentslookthroughthebookandreadthesectiontitles.Havethemwriteanyquestionsthey have,based on the covers and section titles,in the W row of their KWLS worksheet.Havestudentspreviewtherestofthebook,lookingatthephotographsanddiagrams.Showstudents the glossary and point out that previewing the glossary can help them think of other questions to ask about coral reefs.Have them add any additional questions they might have to their KWLS worksheet.Invite students to share their questions aloud.Write shared questions on the class chart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Writethefollowinglistofwordsontheboard:river,ocean,lake,stream.Askstudentstodescribewhat these words refer to(different bodies of water).Point out that the definitions of these words help to identify the main idea.(There are many different types of bodies of water.)The words river,ocean,lake,and stream are the details that support this main idea.Explainthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinto sections,each section with its own main idea.Readpage4aloudtostudents.Modelidentifyingthemainideaanddetails.Think-aloud:As I read page 4,most of the sentences mention something about coral reefs.This page contains information about reefs being very busy places,with millions of plants and animals living in and around it.I will underline this information.The sentences also mention that coral reefs are made up of groups of tiny animals,most of which are smaller than a pea.Based on what Ive read,I think the main idea of the section is:Coral reefs are made up of groups of tiny animals and are very busy places where millions of plants and animals live.Writethemainideaontheboard.Askstudentstoidentifythedetailsfromthebookthatsupport this main idea(many types and shapes of corals;polyps;smaller than a pea;and so on).Write these details on the board.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:atolls,lagoon,and polyps.Givegroupsofstudentsthreepiecesofblankpaper.Havethemwriteordrawwhattheyknowabouteachword.Createadefinitionforeachwordusingstudentspriorknowledge.Coral ReefsLesson Plan(continued)LeveLN N3 Learning AZ All rights reserved.www.readinga- Revieworexplainthattheglossarycontainsalistofvocabularywordsandtheirdefinitions.Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Havethemlocate the glossary at the back of the book.Invite a volunteer to read the definition for polyps in the glossary.Have students compare the definition with their prior knowledge of the word.Then havethemfollowalongonpage4asyoureadthesentenceinwhichthewordpolyps is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Invitestudentstoreviewthephotographonthecover.Havethemwriteashortparagraphaboutcoral reefs,utilizing all three vocabulary words.Repeat the activity after reading the book to check for student understanding of the vocabulary.Set the Purpose Havestudentsthinkaboutwhattheyalreadyknowaboutcoralreefsastheyreadthebooktofind answers to their questions,and write what they learned in the L column of their KWLS chart.Remind them to think about the main idea and details of each section as they read.During ReadingStudent Reading Guide the reading:Have students read from page 5 to the end of page 8.Remind them to look for information about coral reefs that will answer questions on their KWLS worksheet.encourage students who finish early to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirKWLSworksheetthat were answered and add any new questions that were generated.Modelansweringaquestionandfillinginthethirdcolumn(L)of the KWLS chart.Think-aloud:I wanted to know how a coral reef is formed.I found out that coral reefs are made up of groups of tiny animals called polyps.I also learned that most polyps are smaller than a pea,and that thousands of polyps can live on one piece of coral.I will write this information on my chart.I wonder what can destroy or harm coral reefs.I will write this question on my chart.HavestudentswriteanswerstocircledquestionsintheL column of their KWLS worksheet and additional questions they raised in the W column.Invite them to share the information they learned and the questions they generated as they read the book.Record shared responses on the class KWLS chart.Modelidentifyingthemainideaanddetails.Think-aloud:As I read the section titled“A Busy Home Under Water,”most of the sentences mentioned something about thousands of fish living on reefs.I read that the fish are all sizes,shapes,and colors,and that they depend on the reef for food and safety.I will underline this information.I also read that shrimp,lobster,crab,and starfish eat on reefs,and that a hole in the reef makes a good home for an eel.I will underline this information,too.Based on what Ive read,I think the main idea of the section is:Thousands of animals of all shapes and sizes live,eat,and hide on reefs.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(asafe home;shrimp,lobster,crab,and starfish;and so on).Write these details on the board.Check for understanding:Have students read pages 9 and 10.Have them write answers they found while reading in the L column of their KWLS worksheet and additional questions they raised in the W column.Invite them to share the information they learned and the questions they generated as they read the book.Record shared responses on the class KWLS chart.Invitestudentstosharetheimportantdetailstheyidentifiedinthesectiontitled“WhereDoCorals Live?”Write these details on the board.Have students work with a partner to identify the main idea from these details.(Fringing reefs,barrier reefs,and atolls all need certain living conditions to stay healthy.)Discuss their responses as a class and write the main idea and supporting details on the board.Coral ReefsLesson Plan(continued)LeveLN N4 Learning AZ All rights reserved.www.readinga- Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswerstotheirKWLSworksheetquestions.Astheyread,encouragethemtoaddnewquestionstheymighthave to their worksheet.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I wanted to know what could destroy or harm coral reefs.I learned that fresh water,dirt and debris,and heavy waves can easily damage reefs.I learned that diseases caused by fast-growing bacteria damage reefs,as well as humans using explosives,boat gas,and oil.I will write this information on the chart.AskstudentstosharequestionstheyaddedtotheirKWLSworksheetwhilereading,andaskthem what questions were answered(or not answered)in the text.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answers to their questions and helps them understand and remember what they have read.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstorm other sources they might use to locate additional information to answer their questions.Invite students to fill in the final row(S)with information they would still like to know about coral reefs.Reflect on the Comprehension Skill Discussion:Discuss how stopping to review the important details helped students remember the factsandbetterunderstandtheinformationinthebook.Askthemtousetheimportantdetailsthey identified to confirm or refine the main idea.Havestudentsrereadpages14and15,lookingforsupportingdetailsaboutthemainideaofthesection.Point out that the section title helps to identify the main idea(protecting coral reefs).Writedetailsaboutthismainideaontheboard(page14:valuable,protectcoastsfromstormsandfloods,worldssupplyoffish,madeintomedicines;page15:manycountriestrytoprotect,writtenlawsandrules,peopledonotalwaysfollow).Askstudentshowthisinformationsupportsthe main idea.Independent practice:Introduce,explain,and have students complete the main-idea-and-details worksheet.If time allows,discuss their responses.Enduring understanding:In this book,you learned about the diversity and fragility of coral reefs.Now that you know this information,how does it make you feel about protecting them?Who and what would benefit from such protection?Build SkillsPhonics:Vowel digraphs ee,ea,and ie Havestudentslookatthecoverofthebook.Askthemtotellwhattheysee(acoralreef).Writethe word reef on the board and point to the letters ee.Tell students that the letters e and e together stand for the long/e/vowel sound they hear in the middle of the word reef.Explainthattheee letter combination is one of the letter combinations that stand for the long/e/sound.The other combinations are ea and ie.Tell students that these combinations of letters together are called vowel digraphs.Coral ReefsLesson Plan(continued)LeveLN N5 Learning AZ All rights reserved.www.readinga- Writethewordseel and Alontheboardandsaythemaloud.Askstudentswhichwordcontainsthe same vowel sound as in reef.Makesurestudentscandifferentiatebetweenthetwovowelsounds.Give other examples if necessary.Askstudentstonameotherwordswiththelong/e/vowelsoundasinreef.Write each example on the board and invite volunteers to circle the vowel digraph in each word.Have students turn to page 13.Instruct them to find and circle the word leak.Write the word leak on the board.Point out the letter combination that stands for the long/e/vowel sound and ask students to blend the letters e and a together to make the same vowel sound as in reef.Point out that the long/e/vowel sound comes in the middle of this word.Next,run your finger under the letters as you blend the three sounds in leak:/l/ea/k/.Pointoutthateventhoughthere are four letters,only three sounds are blended together to form the word.Then have students blend the word aloud with you as you run your finger under the letters.Repeat the blending activity with the words disease,weeks,and piece.Take one word at a time,pointing out the letter combinations that stand for the long/e/vowel sound.When students have blended the words,ask volunteers to come to the board and circle the vowel digraph in each word.Have a student point to each vowel digraph as the rest of the group says the sound.Grammar and Mechanics:Prepositions Explainthatprepositions are words that show a relationship between things.They provide information about where,when,how,why,and with what something happens.For example,in the sentence Ill do this after lunch,the word after is a preposition that provides information about when something happens.Askstudentstoturntopage7.Writethefollowingsentencefromthebookontheboard:Shrimp,lobster,crab,and starfish feed around reefs.Point to the word around.Have a volunteer explain how the preposition is used in this sentence(it explains where they eat).Explainthatprepositionsarealsodefinedasrelationshipindicators;theyexplaintherelationshipof a subject to the rest of the sentence.Have a volunteer draw a fish on the chalkboard.Have another volunteer draw a piece of coral in front of the fish.Write the following sentences on the board:The fish goes _ the reef.
