原版英语RAZ 教案G25-Grow Tomatoes in Six Steps.pdf
Grow Tomatoes in Six StepsLesson PlanLeveLG G1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/How-To Page Count:12 Word Count:169Book SummaryGrow Tomatoes in Six Steps tells how to grow tasty tomatoes.Students will learn about the steps involved in growing tomatoes from seeds.This book provides the opportunity to sequence events.Illustrations support the text.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandtext Sequenceevents Discriminateshort/o/sound Identifyshort/o/vowel Recognizeandreadexclamatorysentences RecognizeandusequestionwordsMaterialsGreen text indicates resources available on the website BookGrow Tomatoes in Six Steps(copy for each student)Chalkboardordryeraseboard Sequence events,short/o/vowel,exclamatory sentences worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency words:do,how,out,when,with Content words:bloom,fresh,seedling,soil,stake,tasty,tomatoes,transplant Before ReadingBuild Background Writethewordtomatoesontheboardandpointtoitasyoureaditaloudtostudents.Repeatthe process and have students say the word aloud.Askstudentswhetherornottheyhaveevereatenatomato.Havethemdescribewhattomatoeslook and taste like.Askstudentsiftheyknowhowtomatoesaregrown.Discusswheretomatoesmightcomefrom.Grow Tomatoes in Six StepsLesson Plan(continued)LeveLG G2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Grow Tomatoes in Six Steps.(Accept all answers that students can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthe topic of the book will help them understand what they read.Modelconnectingtopriorknowledgeusingtheinformationonthecovers.Think-aloud:When I read the title and look at the picture on the cover,it reminds me of times when I have planted seeds.It makes me think about the materials I need to plant things,such as soil,seeds,water,and a pot.I know that these things are needed to grow plants.I wonder if growing tomatoes is the same as growing other plants.Invitestudentstosharehowtheyconnectedtopriorknowledge,basedonthecoversandtitlepage of the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplaintostudentsthatstepsforhowtodosomethingaretoldinorderfrombeginning to end.Modelsequencingthemainstepsofafamiliarprocess,suchasdoingthelaundry.Writekeywords about each event in order on the board as you describe them to students.Think-aloud:When I do something,I often seem to follow certain steps in a specific order.For example,when I do the laundry,first I gather all the dirty clothes.Next,I take them to the laundry room.Then I sort them by color and type.Next,I put them into the machines to wash and dry them.Last,I fold the clothes and put them away.I have a plan for how to do the laundry.Since I think this book is about growing tomatoes,I will think about the steps I will need to take to grow them and the order in which the steps are completed.As I read,I will look for words that describe these steps.Explaintostudentsthatcertainwordsareoftenusedtoexplainasequenceofevents.Read to students the list of events for doing laundry on the board in order,using words such as first,second,next,then,and last.Haveavolunteerusethekeywordsontheboardtosequencetheeventsoutoforder.Askstudents to explain why the order of the steps is important(the process does not make sense ifitsoutoforder).Discusswithstudentsthataprocessfordoingsomethingmakessenseonly if the events are in the correct order.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,while looking at the picture on page 4,you might say:Do you like tomatoes?I think they are tasty.They are easy and fun to grow.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordsoil on page 5 and say:I am going to check the picture and think about what would make sense to figure out this word.The picture shows a person planting a seed in the dirt.When I look at the first part of the word,it starts with/s/.However,the word dirt starts with the/d/sound,so this cant be the word.I know that another word for dirt is soil.The word soil starts with the/s/sound.It also ends with the/l/sound.The sentence makes sense with this word.The word must be soil.Grow Tomatoes in Six StepsLesson Plan(continued)LeveLG G3 Learning AZ All rights reserved.www.readinga-Set the Purpose Havestudentsusewhattheyalreadyknowaboutplantingandgrowingseedstohelpthemreadthebook.Remindthemtothinkaboutthesequenceofeventsastheyread.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Ask them to place a finger on the page number in the bottom corner of page 3.Have them read to the end of page 5,using their finger to pointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Cutapartthepicturesfrompages511ofanextracopyofthebook.Placethemoutoforderinapocketchartoralongthechalkboardledge.Modelconnectingtopriorknowledgeandsequencing events.Think-aloud:On page 5,I see someone making a hole in the soil with a pencil and dropping in two seeds.I know that making a hole and planting seeds is one of the first steps in growing tomatoes.I will place the picture of making a hole and planting seeds first in the sequence of pictures in the pocket chart.I also know that it takes some time and special care for seeds to begin to grow.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewastheyread.Thenhave them tell which event comes next in the sequence for growing tomatoes(watering the seeds).Have a volunteer choose the picture that depicts this step and place it in the correct order in the pocket chart.Check for understanding:Havestudentsreadtotheendofpage8.Encouragethemtosharehow they connected to prior knowledge as they read.(Accept all answers that show students understand how to connect to prior knowledge.)Usethecut-outpicturestodiscussthesequenceofeventsforgrowingtomatoesthroughtheendofpage8.Encouragestudentstousewordssuchasnext and then when identifying the steps.Havestudentsreadtheremainderofthebook.Remindthemtousewhattheyalreadyknowabout growing plants to help them understand new 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 Think-aloud:When I read page 12,I thought about all of the yummy things that could be made with fresh tomatoes.I know that tomatoes can be used in tomato soup,salsa,salad,and spaghetti sauce.Growing tomatoes can be fun and can also provide many good things to eat.Havestudentsdrawapictureonaseparatepieceofpapershowinghowtheyconnectedtopriorknowledge while reading about one of the steps in growing tomatoes.Invite them to share and explain their picture to the rest of the class.Askstudentstoexplainhowthinkingaboutwhattheyalreadyknewhelpedthemtounderstandand remember the story.Reflect on the Comprehension Skill Discussion:Discussthesequenceofeventsthroughtheendofthebook.Placethepicturesinorderin the pocket chart or along the chalkboard ledge.Have students practice telling the sequence for growing tomatoes to a partner using the pictures on the board and sequencing words.Independent practice:Introduce,explain,and have students complete the sequence events worksheet.If time allows,discuss their responses.Grow Tomatoes in Six StepsLesson Plan(continued)LeveLG G4 Learning AZ All rights reserved.www.readinga- Enduring understanding:In this book,you learned about the steps for growing tomatoes.Now that you know this information,why might it be important to know the steps for doing something before you begin?Build Skills Phonological Awareness:Discriminate short/o/vowel Saythewordpotaloudtostudents,emphasizingtheshortvowel/o/sound.Havestudentssaythe word aloud and then say the short/o/sound.Readpages5and6aloudtostudents.Havethemraisetheirhandwhentheyhearawordthathas the short/o/sound.Check for understanding:Say the following words,one at a time,and have students give the thumbs-up signal if the word has the short/o/sound:poke,dog,soil,clock,seed.Phonics:Identify short/o/vowel Writethewordpot on the board and say it aloud with students.Havestudentssaytheshort/o/soundaloud.Thenrunyourfingerunderthelettersinthewordas students say the whole word aloud.Ask students to identify which letter represents the short/o/sound in the word pot.Check for understanding:Writethefollowingwordscontainingtheshort/o/soundontheboard,leaving off the vowel:box,frog,rock.Say each word,one at a time,and have volunteers come to the board and add the letter representing the short/o/sound to each word.Independent practice:Introduce,explain,and have students complete the short/o/vowel worksheet.If time allows,discuss their answers.Grammar and Mechanics:Exclamatory sentences Revieworexplainthatanexclamation point is punctuation used at the end of a sentence to show surprise or strong emotion.Tell students that they may also hear it called an exclamation mark.Explainthatsentencesendingwithanexclamationpointarecalledexclamatory sentences.Writethefollowingsentenceontheboard:Those are tasty tomatoes!Tell students that this isanexampleofanexclamatorysentence.Itshowssurpriseorstrongemotion.Pointoutthepunctuation mark at the end.Rereadthesentencealoudtostudents.Demonstratehowtoreadthesentencewithstrongemotion.Check for understanding:Have students locate and circle all the exclamatory sentences in the book.Have them read the sentences to a partner.Listen as students read the sentences to determine if they understand how to read an exclamatory sentence.Independent practice:Introduce,explain,and have students complete the exclamatory sentence worksheet.If time allows,discuss their responses.Word Work:Question words Havestudentsturntopage4.Readthefollowingsentencealoud:Do you like tomatoes?Writethesentenceontheboard.PointtothequestionsmarkattheendandunderlinethewordDo.Tell students that this sentence ends with a question mark and therefore asks a question.Explainthatthistypeofsentenceiscalledaninterrogative sentence.In this sentence,the word Do is the question word.Havestudentsfindanotherexampleofaninterrogativesentenceinthebook(page11or12).Select a volunteer to come to the board and write the question word from the sentence.Check for understanding:Writethefollowingdeclarativesentenceontheboard:We eat tomatoes.Ask students to change this sentence to an interrogative sentence using a question word.Allow volunteerstosharetheirsentences.(Example:How do we eat tomatoes?)Grow Tomatoes in Six StepsLesson Plan(continued)LeveLG G5 Learning AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them sequence the steps of growing tomatoes with someone at home.Extend the ReadingHow-To Writing and Art ConnectionWorktogetherwithstudentstomakealistofthingstheyknowhowtodo.Haveeachstudentchoose one thing he or she knows how to do and illustrate the steps to accomplish the task.Have students write sentences to tell about their picture.Visit WritingAZ for a lesson and leveled materials on procedural writing.Science Connection Workwithstudentstocreatealistofthematerialsneededtoplantseeds.Gatherthesematerialsand have students follow the steps to plant tomatoes.Keep a class journal about the growth of the seeds into seedlings and then plants.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 with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentlyconnecttopriorknowledgetounderstandtext accuratelysequencethestepsintheprocessdescribedinthebookduring discussion and on a worksheet accuratelydiscriminatetheshort/o/vowelsoundduringdiscussion identifyandwritethelettersymbolthatrepresentstheshort/o/vowel sound during discussion and on a worksheet correctlyread,understand,anduseexclamatorysentencesduringdiscussion and on a worksheet correctlylocateandusequestionwordsininterrogativesentencesComprehension Checks BookQuiz RetellingRubric
