原版英语RAZ 教案K13-Fishing in the Rain.pdf

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1、Fishing in the RainLesson PlanLeveLK K1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Fantasy Page Count:12 Word Count:454Book Summaryeven though its raining,the Hoppers set out on a fishing and camping trip with Grandpa Grizzly.The Hoppers begin to cough and sneez

2、e,but before they head back into the tent,Snubby Nose takes a spill into the river!Grandpa Grizzly dives into the water and retrieves Snubby Nose,his fishing pole,and a special surprise.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandremember

3、storyevents Sequenceevents Identifyanddiscriminatevoweldigraphai Identifycontractionsandthewordsthatformthem AlphabetizewordstothesecondletterMaterialsGreen text indicates resources available on the website BookFishing in the Rain(copy for each student)Chalkboardordryeraseboard Dictionaries Sequence

4、events,voweldigraphai,contractions worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:cast,comfortable,marshmallows,r

5、eeled,wriggling Before ReadingBuild Background IfstudentshavereadotherHoppersbooks,discusswhattheyrememberaboutthecharacters.Havethemrecallthecharactersandtalkaboutwhattheyrememberabouteachone.Ask:What other adventures have the Hoppers had?ExplainthatthebooktheyareabouttoreadisanotherbookabouttheHop

6、persandthatitispart of a series.Make sure that students understand what a series is,and provide examples of other serial stories that students have read.Askstudentsiftheyhaveeverbeencamping.Ask:What was it like?Where did you sleep?What did you eat?What did you do?What was the weather like?Did the we

7、ather affect your trip?Have them recount their experiences.Fishing in the RainLesson Plan(continued)LeveLK K2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhatthey think they might read about

8、in a book called Fishing in the Rain.(Acceptallanswersthatstudents can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,illustratorsname).Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Introduce the Reading Strategy:Retell Explaintostudentst

9、hatonewaytounderstandandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the story.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwhat happened in order.Point out that people retell stories as part of their daily

10、lives,such as explainingwhathappenedinschooltoastudentwhowasabsent.Askstudentstoshareotherexamples of when people might give a retelling.Modelretellingafamiliarstoryindetail,suchasThe Three Little Pigs.Think-aloud:In The Three Little Pigs,three pigs each decide to build a house.The first pig decides

11、 to make his house out of straw.He gathers all of the materials and builds his house.The second pig decides to build his house out of sticks.He gathers all of the materials and builds his house.The third pig gathers the materials to build his house out of bricks.One day a big,bad wolf comes to the h

12、ouse of the first little pig.He wants the little pig to let him inside and says,“Ill huff and Ill puff,and Ill blow your house down.”Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages5,8,10,and12.Explainthat

13、astheyread,theyshouldstop on these pages to think about what has happened in the story.encourage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comp

14、rehension Skill:Sequence events Revieworexplainthatstoriesaregenerallytoldinorderfrombeginningtoend.ModelsequencingthemaineventsofthestoryThe Three Little Pigs.Write key words about each event in order on the board as you describe them to students.Think-aloud:If I want someone to be able to retell t

15、he story of The Three Little Pigs,certain events need to be included in order to tell the story correctly.In this story,the first event that happens is that each pigs builds a house:one of straw,one of sticks,and one of bricks.Next,the wolf goes to the straw house and blows it down.Then,the wolf goe

16、s to the stick house and blows it down.Last,the wolf goes to the brick house but cant blow it down.I will write these events on the board in order.Explainthatcertainwordsareoftenusedtoexplainasequenceofevents.Readthelistofeventson the board in order to students,using words such as first,next,then,an

17、d last.Askstudentstoidentifythesetypesofsequencingwordsfromtheexample.Haveavolunteerusethekeywordsontheboardtosequencetheeventsofthestoryoutoforder.Askstudentstoexplainwhytheorderofthestepsisimportant(thesequencedoesnotmake sense out of order).Pointoutthedifferencebetweenthesequenceofeventslistedont

18、heboardandaretellingofThe Three Little Pigs(the retelling contains more detail and description;the list shows only the eventsthataremostimportantforsomeonetounderstandthestory).Askstudentstoprovideexamplesofdetailsfromthestorythatarenotincludedinthesequenceofevents.Fishing in the RainLesson Plan(con

19、tinued)LeveLK K3 Learning AZ,Inc.All rights reserved.www.readinga-Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeintheillustrationsandusethevocabularytheywillencounterinthetext.Reinforcenewvocabularybyincorporatingitintothediscussion of the illustrations.Writetheconten

20、tvocabularywordsontheboard.Pointouttostudentsthatmostofthewordsare multisyllabic words,or words that have more than one syllable.Have students identify which of the content words have more than one syllable.Model how to break the words into syllable“chunks”for easier reading.Modelthestrategiesstuden

21、tscanusetoworkoutwordstheymightnotknow.Forexample,point to the word marshmallowsonpage4.Coverupthesecondhalfoftheword(mallow)and model using the familiar word part marsh.Thenaskquestionssuchas:What treat might get soggy on a wet camping trip?What food word begins with m?What word would look right,so

22、und right,and make sense in this sentence?Set the Purpose HavestudentsreadtofindoutwhathappenswhentheHopperchildrendontlistentotheirparents.Remindthemtostopaftereverysectiontoretellintheirmindwhattheyhaveread.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage5.Iftheyfinis

23、hbeforeeveryoneelse,have them go back and reread.Modelretellingtheeventsofthestoryusingtheillustrationsasaguide.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.First,I read that the Hoppers had one week until school started.They were supposed to go camping,but it

24、was raining very hard.Grandpa Grizzly wanted to go camping anyway.The children said that the tent would get wet,they wouldnt be able to build a fire,the hot dogs and marshmallows would get soggy,and it wouldnt be any fun.But Grandpa Grizzly said thats when the fish bite the best,and he gave them all

25、 new fishing poles.Remindstudentsthataretellingincludesdetailanddescriptionabouttheeventsofastory,whileasequenceofeventslistsonlythemostimportanteventsthatsomeonewouldneedtoknowtotell the story correctly.Writethefollowingeventsontheboard:The Hoppers wanted to go camping,but it was raining.Grandpa Gr

26、izzly and the Hoppers went anyway.The Hoppers didnt think it would be any fun.Grandpa Grizzly said the fish bite the best when it rains.He gave them new fishing poles.Askstudentstotellwhatthestoryismostlyaboutsofar.(TheHopperswanttogocamping,butitisraining.GrandpaGrizzlyandtheHoppersgoanyway.)Review

27、thesentencesontheboard.Point out that the other sentences are details in the story that make it more interesting.Introduceandexplainthesequenceeventsworksheet.Have students write the main events sofarinorderontheirworksheet.Discussthecorrectorderandallowstudentstimetomakecorrections on their workshe

28、et as necessary.Check for understanding:Havestudentsreadtotheendofpage8.Askthemtousetheillustrationsasaguidetoretellthedetailsofpages6through8toapartner.Listentostudentsretellingsforcorrectorderanddescriptionofthestoryevents.Discusstheretellingofthesepagesasaclass.Havestudentsaddeventsfrompages6thro

29、ugh8totheirworksheet.Checktheirworkandallowthem to make corrections if necessary.Havestudentsreadtheremainderofthestory.Remindthemtocontinuestoppingonpageswithsticky notes to retell in their mind the details of the story.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cann

30、ot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.Fishing in the RainLesson Plan(continued)LeveLK K4 Learning AZ,Inc.All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomode

31、lhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Retellindetailwithstudentstheeventsofthestoryfrompages9and10,usingtheillustrationsfrom the book.Think-aloud:Snubby Nose couldnt swim,so Grandpa Grizzly jumped into the river and pulled him out.H

32、e carried him to the shore and wrapped him in a towel.Then,Snubby Nose realized his fishing pole was still in the water,so Grandpa Grizzly leaped back into the river to get it.He found it on the muddy bottom and handed it back to Snubby Nose.Havevolunteersretelltheeventstotheendofthebook,usingtheill

33、ustrationsfrompages 11 and 12.Independent practice:Have students retell the story to a partner,starting at the beginning.Listen forwhetherstudentsincludethefollowing:maincharacters,setting,correcteventsinorder,andevents in detail.Askstudentshowretellingtheeventsofthestoryintheirmindastheyreadhelpedt

34、hemunderstand the story.Reflect on the Comprehension Skill Reviewthesequenceofeventsstudentswroteontheirworksheetusingsequencingwords(first,next,then,and so on).Point out how they used their own words to write about each event.Independent practice:Havestudentscompletethesequenceeventsworksheetbyiden

35、tifyingtheremainingimportanteventsofthestory.Discusstheiranswersaloudafterstudentsfinish.Enduring understanding:Inthisstory,theHopperchildrendontwanttogocampingbecauseitisraining.Theydontthinkitwillbeanyfun.ButGrandpaGrizzlyconvincesthemthattheycanstill have fun if they try it.Now that you have read

36、 this story,what will you do the next time your parents or caregivers want you to try something new?Build Skills Phonics:Vowel digraph ai Writethewordrain on the board and say it aloud with students.Tellstudentsthatsometimesletterscombinetostandforonesound.Rereadthewordrain as yourunyourfingerundert

37、helettersintheword.Askstudentstoidentifythetwolettersthattogether represent the long/a/vowel sound in the word rain.Writetheai letter combination on the board.Have students practice writing the letter combination on a separate piece of paper while saying the sound the combination represents.Check fo

38、r understanding:Write the following words on the board,leaving out the ai letter combination:sail,paid,main.Have students complete each word by adding the ai digraph and write each word on a separate piece of paper.Then have students read each word aloud to a partner.Grammar and Mechanics:Contractio

39、ns Havestudentsreadthesecondparagraphonpage3togetherasagroup.Askthemtofindandpoint to the word well.Revieworexplainthatthewordwell is a shortened way of saying two words and that the mark,or apostrophe,takes the place of the missing letter(s).Tell students that this kind of word is called a contract

40、ion.Writeboththecontractionandthetwooriginalwordsontheboard(we will).Point out that the letters w and i in will are dropped to make the contraction.Fishing in the RainLesson Plan(continued)LeveLK K5 Learning AZ,Inc.All rights reserved.www.readinga- Askavolunteertoreadaloudthelastparagraphonpage4,sub

41、stitutingis not for isnt to check if these words make sense.(Camping is not any fun in the rain.)Askstudentstoturntopage6andidentifythecontraction(didnt).Askstudentstoidentifywhich two words were joined together to make the new word didnt(did and not).Askstudentstoidentifywhichletterwasdroppedtomake

42、thecontractiondidnt(the o in not).Askavolunteertoreadpage6,substitutingdid not for didnt.Check for understanding:Have students circle all of the contractions in the book and write the twowordseachcontractionstandsfornexttotheword.Iftimeallows,discusstheirresponses.Independent practice:Introduce,expl

43、ain,andhavestudentscompletethecontractions worksheet.Iftimeallows,discusstheirresponses.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorderbyusingthefirstand second letters.Writethewordsfish and rain on the board.Have a volunteer explain which word would ap

44、pear first in alphabetical order(fish)and why(because f comes before r in the alphabet).Writethewordscome and camp on the board.Point out that the words begin with the same letter(c).Askavolunteertotellwhichwordwouldappearfirstinalphabeticalorderandwhy(camp because the second letter,a,in camp comes

45、before the second letter,o,in come).Check for understanding:Write other word pairs on the board.Have volunteers come to the board and circle which word would appear first in alphabetical order.Point out to students that sometimes they must look at the second letter of these words to alphabetize them

46、 correctly.Independentpractice:Have students put the names of the students in their group or table in alphabeticalorderonaseparatesheetofpaper.Checktheiranswers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book

47、to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents retell what the book is about to someone at home before reading together.Extend the ReadingFictional Writing Connection explain to students what the expression“a big fish story”m

48、eans(a story that includes some exaggerationstomakeitfunnierormoreinteresting).Askstudentstowriteastory(ortakeastorytheywrotepreviously)andaddsomeexaggerationstoit,forexample:I caught a ten-foot fish that weighed 500 pounds instead of I caught a big fish.Iftimeallows,encouragestudentstoillustratethe

49、irwork.Havestudentsreadtheirfinalproductaloudtotheirclassmates.Bindtheirfinalcopiestogether and title the book Our Big Fish Stories.Math Connection ProvideInternetsourcesorprintedadsfromsporting-goodsstores.Remindstudentsthatinthestory,GrandpaGrizzlyboughtalltheHoppersnewfishingpoles.Askstudentstofi

50、gureouthowmuchnewfishingpolescost.Ask:How many Hopper children are there?About how much money did Grandpa Grizzly spend?What other equipment do you need to fish?How much does it all cost?Fishing in the RainLesson Plan(continued)LeveLK K6 Learning AZ,Inc.All rights reserved.www.readinga-Skill Review