原版英语RAZ 教案K05-Extreme Animals.pdf
1Extreme AnimalsLesson PlanLeveLK K Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:441Book SummaryExtreme Animals introduces some fascinating members of the animal kingdom.Discover which fish can climb a tree and which creature tastes food with its feet!Includes clever illustrations.Book and lesson also available at Levels N and Q.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizewhilereadingtounderstandnewinformationinanonfictiontext Identifymainideaanddetailsinthetext Identifyvoweldiphthongsou and ow Identifysuperlativeadjectives UnderstandandidentifysynonymsMaterialsGreentext indicates resources are available on the website.BookExtreme Animals(copyforeachstudent)Chalkboardordry-eraseboard Mainideaanddetails,superlativeadjectives,synonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonaninteractivewhiteboardorcompletedwith paperandpencilifthebooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:Story critical:celebrities(n.),creatures(n.),extreme(adj.),mammals(n.),quietest(adj.),reptiles(n.)Before ReadingBuild Background Askstudentsiftheyknowwhatthewordextrememeans.Provideanexampletospark familiaritywiththetermbysaying:Sometimes a weather report will include the phrase extremeconditionsand warn people to avoid going outside.Have students share their ideas and discuss the meaning of the word extreme.Askstudentsiftheyknowofanyanimalsthatmightbeconsideredextreme.Nameandlist someanimalsthatmightbeconsideredextremeandthequalitiesthatmakethemso.Extendthediscussionbyinvitingstudentstodiscussthequalitiesorcharacteristicsthat makesomethingoutoftheordinary.Askthemtoconsiderwhetherpeoplecanbeextreme andwhatmightmakethemso.Providetimeforstudentstogiveexamples.2Extreme AnimalsLesson Plan(continued)LEVELK K Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Havestudentstalkabouttheanimalstheyseeonthecoversandinsidepagesastheypreviewthebook.Askstudentsiftheyhaveeverseenthesetypesofanimalsbefore.Havethemsharewhattheythinkmightbeextremeabouttheanimalstheysee.Introduce the Reading Strategy:Summarize Explaintostudentsthatatoolreadersusetounderstandandrememberwhattheyreadistosummarizeintheirmindastheyread.Explainthatasummaryconsistsofthemainideaorideasand does not include all of the little details.Helpstudentsunderstandhowtosummarizebyexplainingthatasummarydoesnotincludealltheinformationtheyreadinthebook.Studentsmustdecidewhatinformationinthebookismostimportanttoknowandtellabout.Modelhowtosummarizeinformationinabook.Think-aloud:As I read this book,I am going to look at the illustrations and think about what I have read.I will stop at the end of the first two pages and ask myself what information was the most important in that section.To do this,I can identify the main idea of the section and look for important details.When I create a summary in my mind,I will put the ideas together in my own words.When I finish reading the book,I should be able to tell,in my own words,some of the information I have read about extreme animals.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedintosections.Eachsectionhasitsownmainidea,andtheinformationwithineachsectioncontainsdetailsthatdescribe,explain,orclarifythemainidea.Explaintostudentsthatwhenreadingabookorstory,readerscandothingstohelpthemunderstandwhattheyread.Onewaytoremembernewinformationistothinkortakenotesaboutthedetailsineachsection.Remindstudentsthatdetailstellspecificinformationabout the main idea.Readpage4withstudents.Introduceandmodeltheskillofidentifyingthemainideaanddetails.Think-aloud:I know the section headings help to identify the main idea,and each section has details to explain and describe the main idea.I see the first section is called“Biggest.”When I read this page,I understood that biggest here means longest,heaviest,and tallest.The three biggest animals are the whale,elephant,and giraffe.WritethemainideaBiggestontheboard.Asagroup,recordthedetailsofthissection:Longest:bluewhale;Heaviest:elephant;Tallest:giraffe.Encouragestudentstotakenotesastheyread the book.Introduce the Vocabulary Writethefollowingvocabularyonlargepiecesofpapertobehunguparoundtheroom:extreme,reptiles,mammals,and creatures.Read each word aloud with students.Placestudentsinsmallgroupsandassigneachgrouptoawordposter.Havethemdiscusswhattheyknowaboutthemeaningoftheirwordandwriteadefinitiononthepaper.Rotatethegroupsuntileachgrouphasvisitedeverywordposter.3Extreme AnimalsLesson Plan(continued)LEVELK K Learning AZ All rights reserved.www.readinga- Revieweachwordandtheinformationaboutthewordthatstudentswroteonthepaper.Createadefinitionbasedonstudentsknowledgeandwriteitontheboard.Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Pointoutthatthisbookdoesnotcontainaglossary,andaskwhereelsetheymightlook to find the definition of a word.Review with them how to locate a word and its definition in thedictionary.Haveavolunteerreadthedefinitionforeachwordfromthedictionary.Comparestudentsdefinitionswiththedictionarydefinition.Usethecomparisontomodifythedefinitionforeachwordonthepiecesofpaper.Repeattheactivitywiththeremainingvocabularywords.Set the Purpose Havestudentsreadthebooktolearnmoreaboutextremeanimals.Remindthemtostop andsummarizeastheyreadtohelpthemrememberimportantinformationinthebook.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebookandhavethemputafingeronthe bottomofpage8.Havethemreadtotheendofthispage.Remindthemtosummarizein theirmindastheyreadaboutextremeanimals.Havestudentsrereadthepagesiftheyfinishbeforeeveryoneelse.Whentheyhavefinishedreading,askstudentswhatwordstheyhadtroublewith.Askiftheysummarizedthesectionsastheyread,andhavethemtellhowthisactivityhelpedthemunderstandtheinformationtheyread.Think-aloud:As I read page 5,I was thinking about what I was reading and summarizing in my mind.I thought about the most important information to remember.I thought one of the most important things to know about the animals was which one is the smallest.When I read about the bee hummingbird on page 5,I thought it must be the smallest animal in the world because it weighs less than a spoonful of water.Check for understanding:Havestudentssharesomeofthethingstheythoughtaboutastheyreadtheinformationonthepagessofar.Selectvolunteerstosharesummariestheycreatedintheirmindastheyreadthetext.Havestudentsreadtheremainderofthebook.Encouragethemtosummarizethesectionsas theyread.Remindthemtoalsolookfordetailsrelatingtothemainideaofeachsectionofthebook.Remindthemthatnotingthedetailswillhelpthemtorememberandbetterunderstandwhattheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhichwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Havestudentsshareimportantinformationtheysummarizedwhilereading.Reinforcethat usingthisstrategyastheyreadhelpsthemmakemeaningfromtextandstayinvolvedinthereadingprocess.Think aloud:When I came to the section about the fun facts about water animals,the illustration helped me summarize the fact about the tongue of the big whale.I understood how heavy it must be!4Extreme AnimalsLesson Plan(continued)LEVELK K Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Remindstudentsthatonewaytobetterunderstandandremembernewinformationisto think or take notes about the details related to the main idea or main ideas of a book.Check for understanding:Havestudentsturntopage5andrereadthepage.Havethemstatethemainideaofthissection(smallestanimals).Thenhavethemstatethedetailsrelatedtothistopic(onetypeofmonkeyisassmallasamouse,abeehummingbirdweighslessthanthewaterinaspoon,andaChihuahuaisalittledogthatcanfitinyourpocket).Independent practice:Introduce,explain,andhavestudentscompletethemain-idea-and-detailsworksheet.Iftimeallows,discusstheirresponses.Build Skills Phonics:Vowel diphthongs ou and ow Writethewordfoundontheboardandpointtothelettersou.Explaintostudentsthattheletters o and u togetherstandforthevowelsoundtheyhearinthewordfound.Explainthattheou letter combination is one of the letter combinations that stands for this sound.Thelettercombinationowalsomakesthe/ou/sound.Explaintostudentsthatthesetwoletter combinations are called vowel diphthongs.Writetheworddown on the board.Point out the letter combination that stands for the/ou/sound and ask students to blend the letters o and w together to make the same vowel sound as in found.Explainthatthe/ou/soundcomesinthemiddleoffound and down,butthatitdoesntcomeinthemiddleofthewordallthetime(forexample:our).Next,runyourfingerunderthelettersasyoublendthethreesoundsindown:d/ow/n.Pointoutthateventhoughtherearefourletters,therearethreesoundsblendedtogethertoformtheword.Thenhavestudentsblendthewordaloudwithyouasyourunyourfingerundertheletters.Explaintostudentsthatthevoweldiphthongsou and ow donotalwaysstandforthe/ou/sound.Writethewordsyoung and shoutontheboardandsaythemaloud.Askstudentswhichwordcontains the same vowel sound as in found.Make sure students can differentiate between the twovowelsounds.Giveotherexamplesifnecessary.Havestudentsturntopage6andlocateanyotherwordswiththevoweldiphthongsou and ow that make the/ou/sound(Loudest,loud,howler).Check for understanding:Havestudentsworkwithapartnertolocateandcircleallwordsin thetextwithvoweldiphthongsou and ow that make the/ou/sound.Grammar and Mechanics:Superlative adjectives Revieworexplainthatadjectivesarewordsthatdescribeanoun(aperson,place,orthing).Explaintostudentsthatasuperlative adjective is used when three or more nouns are being compared.Havestudentsturntopage4andlocatethesectiontitle.WriteBiggestontheboard.Askstudentstoidentifythebaseadjectiveinthistitle(big).Underlinethe-estsuffixandexplainthatthe word biggestisasuperlativeadjectiveandisusedbecausethetextiscomparingacertainanimaltootheranimalsthatareconsideredtobequitebig.Outofalloftheanimalsbeingcompared,oneisbiggerthanalltheothers.Continuebyhavingstudentslookatthesectiontitleonpage5.Askavolunteertoidentifythebaseadjectiveandthenthesuperlativeadjective(small/smallest).Askwhatendingonthebaseadjectivemakesthewordsmallsuperlative(-est).Check for understanding:Havestudentsfindandcirclethesuperlativeadjectivesintheremainderofthebook.Askthemtounderlinethewordendingsthatmaketheadjectivessuperlativeandcircleeachbaseadjective.Independent practice:Introduce,explain,andhavestudentscompletethesuperlative adjectivesworksheet.Iftimeallows,discusstheirresponses.5Extreme AnimalsLesson Plan(continued)LEVELK K Learning AZ All rights reserved.www.readinga-Word Work:Synonyms Revieworexplainthatsynonymsarewordsthathavesimilarmeanings.Provideanexamplebywritingthewordsmall on the board.Read it aloud and ask a volunteer to name a word withnearlythesamemeaning,suchastiny,mini,and so on.Explainthatauthorsoftenvarythewordstheyusetomakethetextmoreinteresting.Explain tostudentsthatwhenusingsynonymsinwriting,itisimportanttochoosethecorrectwordas asynonymtokeepthemeaningconsistentandclear.Havestudentsturntopage6.Saythewordloudandhavethemlocateitonthepage.Askvolunteerstooffersynonymsforloud,and list them on the board.Read the sentence on page6,substitutingloudwithanewword.Havestudentscheckforaccuracyofsentencemeaningwiththeuseofeachsynonym.Check for understanding:Repeattheprocesswiththewordfastonpage8.Brainstormsynonymsandreadthefirstsentenceonthepage,substitutingfastwithasynonymfromthelist.Repeattheexercisewithadifferentsynonymfromthelist.Havestudentscheckforaccuracyofthesentencesmeaningwiththeuseofeachsynonym.Independent practice:Introduce,explain,andhavestudentscompletethesynonymsworksheet.If time allows,discuss their answers.Build Fluency Independent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticeidentifyingmainideaanddetailsastheyread.Extend the ReadingInformational Writing ConnectionHave students select an animal in the book to research.Have them focus on attributes of the animal other than the information included in Extreme Animals.Havestudentswriteareportthatincludesthreemainideasandonesupportingdetailforeachmainidea.Allowtimeforstudentsto share their writing with the class.Visit WritingA-Z.comforalessonandleveledmaterialsonexpositoryreportwriting.Science Connection Inviteaveterinarianorzoologisttocomespeaktotheclassaboutanimals.Beforetheguestspeakerarrives,provideadditionalbooksandresourcesforstudentstolearnaboutanimals.Haveeachstudentcomeupwithonequestionaboutanimalstoasktheguestspeaker.Havethemwritetheirquestionandtheguestspeakersansweronasheetofpaper.Assiststudents incompilingthequestionsandanswersintoaclassbookaboutanimals.6Extreme AnimalsLesson Plan(continued)LEVELK K Learning AZ All rights reserved.www.readinga-Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay orasajournalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsas apurposeforreading.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentlysummarizewhilereadingtounderstandnewinformation correctlyidentifymainideasanddetailsduringdiscussionandonaworksheet correctlyidentifywordswithvoweldiphthongsou and ow during discussion consistentlyrecognizesuperlativeadjectivesduringdiscussionandonaworksheet correctlyunderstandandidentifysynonymsduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric
