原版英语RAZ 教案K35-Sam's Fourth of July.pdf

Sams Fourth of JulyLesson PlanLeveLK K1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:367Book SummaryHolidays are beloved days that light up the year for children.Sams Fourth of July features one of the United States brighter holidays,the Fourth of July,complete with fireworks,parades,and music.In this story,Sam is a dog who loves the Fourth of July.The town decides to make Sam the leader of the parade,and he loves every minute of it.until the loud fireworks begin.Whats a dog to do?Use this inviting story,coupled with cute illustrations,to teach students how to retell,sequence events,and use simple sentences.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandtext Sequenceevents Identifyvoweldigraph-ay Recognizeandanalyzesimplesentences IdentifyandusecompoundwordsMaterialsGreentext indicates resources available on the website.BookSams Fourth of July(copy for each student)Chalkboardordryeraseboard Illustrationscutoutfromanextracopyofthebook Stickynotes Sequence events,vowel digraph-ay,simple sentences worksheets Discussion cards 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*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:barbecue(n.),fireworks(n.),Independence Day(n.),mayor(n.),parade(n.),patriotic(adj.)Before ReadingBuild Background Drawsomefireworksontheboard.Askstudentstonametheholidaysthatinvolvefireworks.Write the phrase Independence Day ontheboardbesidethedrawingoffireworks.Explainto students that Independence Day is another name for the Fourth of July holiday.HavestudentsdescribetoapartnerwhattheydoonIndependenceDay.Askthemtothinkabout why the United States celebrates the Fourth of July.Give a brief history of the holidays background.Sams Fourth of JulyLesson Plan(continued)LeveLK K2 Learning AZ All rights reserved.www.readinga-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 ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovides anoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisof what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Retell Revieworexplaintostudentsthatgoodreadersstopnowandthenwhiletheyarereading to retell in their mind what is happening in the story.Stopping to retell the events of a story helps readers understand and remember what they are reading.Remindstudentsthatwhenpeopleretellastoryorevent,theyexplainthedetailsinorder.Modelretellingafamiliarstory,suchasLittle Red Riding Hood,in detail.Write key words from the retelling on the board as you say them.Think-aloud:I am going to retell Little Red Riding Hood,using my own words to describe details in the story.In this tale,a young girl wearing a hooded red cloak sets off to see her grandmother,who is sick.Little Red Riding Hood must walk through the forest,and her mother warns her not to stray from the path.The Big Bad Wolf sees Little Red Riding Hood walking down the trail and thinks that she looks like a tasty treat.He tricks her into telling him where she is going,and he tells her that he knows where she can pick beautiful flowers for her grandma.She leaves the path to find the flowers,and the Big Bad Wolf races ahead to her grandmothers house.Invitestudentstosharedetailsthatshouldbeincludedintheremainderoftheretelling.Remindthem that the details must be listed in the right order.Work as a class to finish retelling the story.Pointouttostudentsthattheretellingincludesthemostimportantcharacters,theproblem,andthe solution.Remind them to use their own words in the retelling.Havestudentsputstickynotesonpages6,9,12,and15.Explainthatastheyread,theyshouldstop at these pages to think about what has happened so far in the story.Then,they will retell the story details in their mind.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplaintostudentsthatstoriesaretypicallytoldinorderfrombeginningtoend.Firstonethinghappens,thenanothereventhappens,nextathirdeventoccurs,andsoon.Explainthatwhenthingshappeninacertainorder,itiscalleda sequence of events.Writethewordsfirst,then,next,after that,and finallyontheboard.Explaintostudentsthatreaders use these words to help place events in order.RefertothekeywordsontheboarddrawnfromtheretellingofLittle Red Riding Hood.Modelhowtosequenceeventsfromthattale.Think-aloud:Earlier,we retold the story of Little Red Riding Hood.When I did the retelling,I made sure to put the events of the story in the correct order.Lets take a look at the proper sequence of events.We will sequence only the most important events in the story.First,a girl named Little Red Riding Hood sets off to visit her sick grandmother.Then,the Big Bad Wolf tricks Red Riding Hood into leaving the path,and he hurries to her grandmothers house ahead of her.Next,the wolf eats the grandmother and pretends to be her.After that,Red Riding Hood comes to the house,sees the Big Bad Wolf dressed as her grandmother,and realizes that he is tricking her.Finally,Red Riding Hood runs away from the Big Bad Wolf,and a woodcutter hears the noise and arrives in time to kill the wolf and save Red Riding Hood and her grandmother.Sams Fourth of JulyLesson Plan(continued)LeveLK K3 Learning AZ All rights reserved.www.readinga- Pointtothetransitionwordsontheboardasyousequencetheevents.Emphasizethatnotalldetails from the retelling were used in the sequencing of events,only the most important details.Invitevolunteerstocometotheboardandsequencetheeventsofthestorybywritingkeywordsundereachtransitionword.Forexample,thefirstvolunteerwilldescribethefirsteventthatoccurred by writing a description under the word first on the board,the second volunteer will writewhathappenednextunderthewordthen on the board,and so on.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,whilelookingattheillustrationonpage8,youmightsay:Point to the word in bold print.What sound does it start with?Thats right,it starts with the/bar/sound.The sentence says that the man offered Sam something to eat.What is something we eat that starts with the/bar/sound?We can eat barbecue food.The man must be holding barbecue in his hand.Remindstudentstolookatthesentenceandusechunkingtofigureoutadifficultword.Forexample,pointtothewordparadeonpage3andsay:I am going to chunk this word and check the sentence to figure out this word.The word has two syllables,so I can easily break it in two pieces.The second chunk,or the last syllable,ends in a silent-e.I know that rule:the silent-emakes the vowel say its name!The second chunk sounds like/rade/.The first chunk,the letters pa,looks like the word pa.Now I am going to combine the two chunks,the word pa and the sound/rade/.Pa-rade.That sounds like the word parade.I will check the sentence to make sure the word parade makes sense.The sentence says that the town made Sam the leader of the parade.Parades do need leaders.The sentence makes sense with this word.The word must be parade.Set the Purpose Havestudentsreadtofindoutmoreaboutthedog,Sam.Remindstudentstostopatthestickynotes and retell in their mind the details of the story up to that point.Have them think about the eventsthathappenedfirst,next,afterthat,andsoon.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have them read to the end of page 6.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelretelling.Think-aloud:After reading page 6,I stop to retell what has happened so far in the story.Sam is a dog who loves the Fourth of July.He is always so excited about the holiday that the town put him in the front of this years parade.They dress him in a suit of stars and stripes,and he is so happy that he gives them a thank-you lick.The town is decorated in red,white,and blue.Everyone comes to see Sam lead the parade.The school band plays patriotic songs,and Sam barks to the music.Havestudentspointtothestickynoteintheirbook.Remindthemthatitistimetostopandretell.Invite students to retell what they have read so far and remind them to use their own words in the retelling.ReviewthesequencedeventsoftheRed Riding Hoodtale.Explaintostudentsthatjustastheysequenced the events of this story in the correct order,they can also place the events of Sams Fourth of July in the proper sequence,using the most important events that a person would need to tell the story correctly.Cutouttheillustrationsfromanextracopyofthebookandplaceillustrationsfrompages3through5alongthechalkboardledge.Pointtotheillustrationfrompage3.Explainthatthefirstimportanteventinthestoryisthatthetown decides to put Sam,a dog,at the front of the Fourth of July parade because he loves the holiday so much.Tape this illustration under the word first on the board and write key words to describe the event beneath the illustration.Sams Fourth of JulyLesson Plan(continued)LeveLK K4 Learning AZ All rights reserved.www.readinga- Pointtotheillustrationfrompage4andaskstudentstodescribewhatimportanteventhappenednextinthestory(theydressedSaminasuitwithstarsandstripes).Tapetheillustrationbeneath the word then written on the board and write key words that describe the event beneaththeillustration.Repeatthisprocesswiththeillustrationfrompage5.Check for understanding:Havestudentsreadtotheendofpage9.Encouragethemtoworkwitha partner to share their own retellings of the story in their own words.Remind them to retell details of the story in the correct sequence.Invite partners to share their retellings with the class.Placetheillustrationsfrompages6through9alongthechalkboardledgeinthewrongorder.Have students work in groups to sort the illustrations in the proper sequence.Invite volunteers to come to the board and tape the illustrations under the proper transition words then,next,and after that.Pointoutthatthewordsthen,next,and after that can be used more than once,astheyindicatethatthenexteventhappenedaftertheonebeforeit,notthataneventhappened first or last.Write more transition words on the board as needed to accommodate the illustrations from the story,lining all of the illustrations up in the correct sequence along the chalkboard ledge.Callonstudentsandhavethemdescribetheimportanteventsthatoccurredinthissequence of events.Write key words that describe the events under each illustration.Havestudentsreadtheremainderofthebook.Remindthemtotakebreakswhenreachingthe pages with sticky notes to retell the important events in the story in their own words,and encourage them to tell all events in the right order.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.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:As I read this story,I stopped every few pages to think about what had happened.After I had read the entire book,I could retell the whole story,using my own words.I included all the important events and made sure to include characters,problem,and solution.In this story,Sam was a dog who loved the Fourth of July.The town dressed him up in a suit of stars and stripes so he could lead the Fourth of July parade!The town was decorated in red,white,and blue,and everyone came out to see Sam lead the parade.He barked when the school band played patriotic songs,and he danced on his back legs.That is how I started my retelling of the story.How would you start yours?Havestudentsretellthestoryfromthebeginningwithapartner.Askstudentstoexplainhowretellinghelpedthemtounderstandandrememberthestory.Reflect on the Comprehension Skill Discussion:Reviewthesequenceofeventstapedtotheboard.Placetheillustrationsfromtheremainder of the book out of order along the chalkboard ledge.Have students sequence the remainderofthebookbycallingonstudentstoselectwhicheventcomesnextandtodescribeit.Tape each illustration on the board in the correct sequence and write a description of the important event beneath it.Tape the last illustration of the book under the transition word finally,and point out to students that this word only comes before the last event in the story.Takedowntheillustrationsanderasethedescriptions.Placetheillustrationsbackalongthechalkboard ledge in the wrong sequence and have students try to retell the story to a partner.Askstudentstoexplainwhyitisimportanttokeepeventsinthepropersequence(thestorydoesnot make sense out of order).Sams Fourth of JulyLesson Plan(continued)LeveLK K5 Learning AZ All rights reserved.www.readinga- Independent practice:Takedownalltheillustrationsfromtheboard.Introduce,explain,andhave students complete the sequence events worksheet.encourage them to refer to their book as needed for assistance.If time allows,discuss their responses.Enduring understanding:In this book,Sam has the chance to participate in activities for a holiday he loves.Why do you think we like to celebrate holidays?If you could be involved in an event for a holiday,like Sam and his involvement with the parade,what would you do and why?Build SkillsPhonics:Vowel digraph-ay Reviewwithstudentsthelong/a/vowelsound.Writethewordplay on the board and say it aloud with students.Havestudentssaythelong/a/soundaloud.Thenrunyourfingerunderthelettersinthewordplay as students say the whole word aloud.Ask students to identify which two letters represent the long/a/sound in the word play(ay).Pointoutthattherearedifferentmethodsofcreatingthelong/a/soundinwordsandthat the letter combination ayisoneofthosemethods.Explainthatay is a digraph because it has two letters.Remindstudentsthatifawordhasmorethanonesyllable,thevoweldigraph-ay may be in just one syllable of that word.Write the word mayor on the board and underline the first syllable.Ask students how they would read that syllable.Then read the word mayor aloud with students.Havestudentspracticewritingtheaylettercombinationontheirdeskwhilesayingthelong/a/sound.Check for understanding:Have students work with a partner to find and circle all the words that contain the vowel digraph-ay.After finding and circling each word,have pairs say the word aloud to each other.Independent practice:Introduce,explain,andhavestuden