原版英语RAZ 教案H04-Animals, Animals.pdf

Animals,AnimalsLesson PlanLeveLH H1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:207Book Summary Animals,Animals is about some of the fascinating animals in our world.Each page describes interesting facts and brings the world of animals to the reader.Pictures enhance the text.Book and lesson also available at Levels E and K.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandnonfictiontext Identifymainideaanddetails Segmentsyllables IdentifyVCepattern Identifyadjectivesandthenounstheydescribe ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookAnimals,Animals(copyforeachstudent)Chalkboardordryeraseboard Dictionaries Mainideaanddetails,VCepattern,adjectivesworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated byprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks arereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:are,has,have,many,they Content words:Story critical:camel(n.),elk(n.),fox(n.),hippopotamus(n.),kangaroo(n.),snow leopards(n.)Enrichment:elephants(n.),giraffes(n.),polar bears(n.),zebra(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverbeentoazooorawildlifepark.Askthemtotellwhatkindsofanimalstheysawthereandtonamesomeoftheirfavorites.Tellstudentsthatanimalsarelikepeopleinmanyways.Asistruewithpeople,animalshaveexceptional,orspecial,thingsaboutthemthatwemightnotbeabletoknowjustbylookingat them.Provide an example,such as:You may not know just by looking at me,but I am exceptionally good at _.Askstudentstosharethingsthatarespecialaboutthemthatsomeonemaynotbeabletotelljustbylookingatthem.Animals,AnimalsLesson Plan(continued)LeVeLH H2 Learning AZ All rights reserved.www.readinga- Tellstudentsthatastheyreadthebook,theymayberemindedofinterestingfactstheyalreadyknowaboutthefeaturedanimals,andtheyalsomaylearnsomeinterestingnewdetails.Book Walk Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Askstudentswhethertheyarefamiliarwiththeanimalstheyseeonthecoversandtitlepage.Havethemshareanyfactstheyalreadyknowabouttheanimals.Thenaskthemtothinkaboutanythingtheymaybecuriousaboutregardingtheanimalstheyseeinthepictures.Introduce the Reading Strategy:Connect to prior knowledge explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyreadinabook.Remindthemthattheyaremorelikelytounderstandwhattheyarereadingiftheyalreadyknowsomethingaboutthetopic.Tellstudentsthatastheyread,theyshouldthinkabouttheirexperiencewiththetopictomakeconnectionstothenewinformation in the book.Modelhowtoconnecttopriorknowledge.Think-aloud:As I look at the cover of this book,I notice that the picture is of a leopard.I already know that leopards are one kind of big cat.In the large picture,it looks as if the leopard is climbing a mountain.I predict that the book is going to tell me where animals,such as this leopard and the fox on the back cover,live.I may learn other new information about these and other animals,but the page on leopards will be easier for me to read because I can connect the new information with what I already know.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Comprehension Skill:Main idea and details Remindstudentsthatamainideaisthegeneraltopicofabookorthesubjectofasection ofabook.Detailsaretheextrafactsordescriptionsthatgivethereadermoreinformation.explaintostudentsthatauthorsoftengivedetailsaboutatopictohelpthereaderunderstandinformationthatmaybenewtothem.Providingdetailscanhelpthereaderpicturethesubjectmoreclearlyinhisorhermind.Provideasimplemodelofidentifyingamainideaanddetail.Drawasampletwo-columncharton the board.Write the heading Person above the left column and the heading Detail above the right column.Modeltheskillofidentifyingmainideaanddetails.Think-aloud:The topic,or main idea,of my chart is People.Writeyournameinthefirstcolumnandthenwriteadetailaboutyourself,eitherphysicalorsomethingaboutyourpersonalpreferences or talents.The detail I listed will help you to know a little more about me and would help you form a more complete picture of me in your mind if you were to read the chart without looking at me.Asagroup,addstudentnamestothelist.Haveeachstudentprovideadetailabouthim-orherselfthatmaybenewinformationtotheclass,andwriteitonthechart.explainthataftertheyreadthebook,studentswillmakeasimilarchartthatincludeseachanimal,orthesectionsmainidea,anddetailsabouttheanimalstheyreadabout.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeinthepicturesandusethevocabularytheywillencounterinthetext.Modelhowtousewhattheyknowaboutvariousanimalsastheypreviewthepictures.Animals,AnimalsLesson Plan(continued)LeVeLH H3 Learning AZ All rights reserved.www.readinga- Reinforcenewvocabularybyincorporatingitintothediscussionofthepictures.Forexample,onpage3youmightsay:The antlers on the elk remind me of large antlers on a deer.Modelforstudentsthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,point to the word hippopotamus on page 11.Model using the familiar word part hip and the picturetoreadtheword.Thenreadthesentencetostudentsandaskifthewordhippopotamus makes sense.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordhippopotamusinthedictionary.Inviteavolunteertoreadthedefinitionforhippopotamus.Have them compare the definition with their prior knowledge of the word.Havestudentsfollowalongonpage11asyoureadthesentenceinwhichthewordhippopotamus is found to confirm the meaning of the word.Set the Purpose Havestudentsreadthebooktofindoutaboutvariousanimals.Remindthemtostopaftereverycoupleofpagestothinkaboutwhattheyalreadyknowaboutanimals,suchaswheretheyliveandwhattheyeat.Thinkingabouteachanimalwillhelpthemrememberinformationwhentheyhave finished reading.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook,andhavethemputastickynoteonpage7.Tellthemtoreadtotheendofthispage.Havestudentsrereadthepagesiftheyfinishbeforeeveryoneelse.Whentheyhavefinishedreading,askstudentswhatwordstheyhadtroublewith.Thenhavethem point out the animals that were familiar to them.Have them tell how thinking about what theyalreadyknewaboutsomeoftheanimalshelpedthemastheyread.Havestudentstellaboutsomeofthenewdetailsandinformationtheylearned.Think-aloud:When I read about elk,I read that they have large antlers.I remembered a time when my family and I saw an elk as we were driving while we were on vacation.The elk had huge antlers.This helped me read the new word antlers.If I didnt already know about antlers,it might have been harder for me to understand that part of the book.Check for understanding:Havestudentssharesomeofthethingstheythoughtaboutastheyreadinformationonthepagessofar.Selectvolunteerstoshareconnectionstheymadebetweenpriorknowledgeandthetext.Askotherstudentstoexplainthedetailsthathelpedthemunderstandand picture the information.Havestudentsreadtheremainderofthebook.encouragethemtoconnectnewinformationtotheirpriorknowledgeastheyread.explainthatnotingdetailsabouteachanimalwillhelpthemtorememberandbetterunderstandwhattheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelpedthem.Reinforcehowthinkingaboutwhattheyalreadyknowaboutthetopicofthebookhelpsthemunderstandandrememberwhattheyreadandkeepsthemactivelyengagedinthetext.Animals,AnimalsLesson Plan(continued)LeVeLH H4 Learning AZ All rights reserved.www.readinga- Think-aloud:When I came to page 7 and saw the picture of the camel,it reminded me of when I went to a petting zoo and touched a camel.I even sat on its back and went for a ride!Thinking about this while I read made that section quite easy for me.Checkstudentunderstandingbyinvitingthemtoshareconnectionstheymadewiththesectiononcamelsoranyothersectionofthebook.Reflect on the Comprehension Skill Discussion:Askstudentswhichanimalstheywerealreadyfamiliarwithinthebook.Invitethemtosharesomethingtheyalreadyknewabouttheanimal(s)andsomethingnewthattheylearned.Askiftheythoughtaboutotheranimalsastheyreadthebook.Check for understanding:explaintostudentsthatithelpsthemrememberinformationtheyreadinnonfictionbooksiftheycanorganizethekeyfactsonagraphicorganizer.Givestudentstheircopyofthemain-idea-and-detailsworksheet.explainthattheycanlistalltheanimalstheyreadabout(themainideaofeachsection)inthefirstcolumnanddetailsabouttheanimalsinthesecondcolumn.Whentheyhavefinishedfillinginthechart,theywillhaveasummaryofthekeyinformationinthebook.Say:The first animal I read about was the elk.I will write this in the first column.I read that elk are good swimmers and can run very fast,and that males have large antlers.I will write elk in the column under Animal and good swimmers and runners,males have large antlers under Detail.Havestudentsrecordtheexampleontheirworksheet.Check for understanding:Have students find the next animal in the book and tell some of the characteristicsorkeyfactsaboutthatanimal.Iftheyarecorrect,havethemwritetheinformationon their worksheet.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Havethemsharetheirresponseswhentheyhavefinished.Enduring understanding:Inthisbook,youreadaboutsomeofthemanyfascinatinganimalsinourworld.Likepeople,animalscomeinawidevarietyofshapes,sizes,andcolors.eachoneisbeautifulandspecialinitsownway.Thereareanimalsallaroundusinnature,thoughsometimeswedonttakethetimetonoticethemorseethespecialthingsaboutthem.Thenexttimeyouareoutside,findaninsectorotheranimalinnatureandreallylookatit.Askyourself:What do you notice?Do you see something youve never seen before?Taketimetoappreciateallthebeautythatnatureandtheanimalworldhavetooffer.Build SkillsPhonological Awareness:Segment syllables Saythewordanimal.Tellstudentsthatyouaregoingtocountthesyllablesorpartsinaword.Repeatanimal,clappingateachsyllable:an-i-mal.Tellstudentsthatyouclappedthreetimesbecausetherearethreeparts,orsyllables,inthisword.Saythewordgiraffeandaskavolunteertoclapandcountthesyllables.Repeatwiththefollowing words:elk,elephant,leopard.Havestudentsworktogethertocountsyllablesofwordsinthebook.Givestudentsanumberofsyllables,suchasthree.Havethemhuntforwordswiththreesyllables.Repeatwithanothernumber.Phonics:VCe pattern Writethewordswineontheboardandhavestudentsreaditwithyou.Runyourfingerunderthelettersasyoublendthesoundsinswine.Askstudentstolookcarefullyatthetwovowelsintheword.PointouttheVCeendingandexplainthatoftenwhenawordendswithasilente,the vowel sound in the middle of the word is long.Write the letters VCe over the corresponding letters in the word.Animals,AnimalsLesson Plan(continued)LeVeLH H5 Learning AZ All rights reserved.www.readinga- Writethewordlimeontheboardandsayitaloudwithstudents.Havestudentssaythelong/i/soundaloud.Thenrunyourfingerunderthelettersinthewordlimeasstudentssaythewordaloud.AskavolunteertocometotheboardandcircletheVCecombinationintheword.Check for understanding:Have students look on page 7 and highlight or circle the word that has the long/i/sound(time).Writethewordontheboard.AskstudentstoidentifythelettersthatmaketheVCepatternandhavethemrepeatthewordemphasizingthelong/i/sound.Independent practice:Introduce,explain,and have students complete the VCepatternworksheet.If time allows,discuss their answers.Grammar and Mechanics:Adjectives Revieworexplaintostudentsthatanoun is a person,place,or thing.Writethefollowingwordsontheboard:red hair.Drawalineunderhair and explain that this isanoun,orathing.Thendrawacirclearoundred and explain that this is an adjective,or a describing word.Theadjectivegivesinformationaboutthenounbydescribingit.Havestudentsturntopage4.Askavolunteertogiveafactthattellssomethingaboutthesize of a giraffe(tall).explainthatthewordtallisanadjectivethatdescribesagiraffe.Askstudentstofindthewordslong trunks on page 5.Write the words on the board.Have avolunteercircletheadjective(long)anddrawalineunderthenounitdescribes(trunks).Check for understanding:Havestudentsgothroughthebook,circlingtheadjectivesandunderliningthenounstheydescribe.Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsto look at the first letter of each word and then decide which word begins with the letter that comes first in the alphabet.Writethealphabetontheboard.Underneath,writethewordscamel and fox.Have a volunteer explain which word would appear first in alphabetical order(camel)andwhy(becausec comes before finthealphabet).Circlethec and f and compare their locations in the alphabet.Erase the circles when the discussion is finished.Writethewordskangaroo and elk on the board.Have a volunteer explain which word would appear first in alphabetical order(elk)andwhy(becausee comes before kinthealphabet).Circlethe e and the k on the board and compare their location in the alphabet.Erase the circles when the discussion is finished.Check for understanding:Write the words giraffe and elephant on the board.Have students write the words in alphabetical order and explain their thinking on a separate piece of paper.If time allows,discuss their answers aloud.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticeidentifyingmainideaanddetailsastheyread.Animals,AnimalsLesson Plan(continued)LeVeLH H6 Learning AZ All rights reserved.www.readinga-Extend the ReadingInformational Writing ConnectionHavestudentsresearchananimalnotmentionedinthebook.Askthemtofindalittle-knownfactabouttheanimal.Havethemdeterminehowthespecialattributeoftheanimalaffectsthewaytheanimallives,looks,movesaround,andsoon.Havestudentswritewhattheylearnedabouttheirchosen animal.VisitWritingA-Zforalessonandleveledmaterialsonexpositorywriting.Art ConnectionHavestudentsuseinformationtheygatheredintheWritingConnectionactivitytodrawapicture oftheanimaltheychose.encouragethemtoincludethespecialdetailorattributeoftheiranimalin their drawing.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanexte