原版英语RAZ 教案H29-I Live in the City.pdf

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1、I Live in the CityLesson PlanLeveLH H1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:12 Word Count:202Book SummaryReaders of this book will meet Anna,a young girl who lives in the city.Anna will show and tell readers all about life in a big city an

2、d why she likes it.It has tall buildings,big parks,lots of people,and fun things to do!About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandtextandrememberdetails Identifymainideaanddetails Discriminater-controlled/ar/vowel Identifyr-controlled ar in

3、 words Recognizeandformsentenceswithcompoundpredicates Recognizeandusethehigh-frequencywordpeople MaterialsGreentext indicates resources available on the website BookI Live in the City(copy for each student)Chalkboardordryeraseboard Main idea and details,r-controlled/ar/,compound predicates workshee

4、ts 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:live,many,people,play,walk Content words:apartment,bui

5、ldings,city,museum,neighbors,paintings Before ReadingBuild Background Involvestudentsinadiscussionaboutyourcommunity.Ask:Is it in a city or in the country?Is it a large city or a small town?Have students help you make a list of activities on the board thattheyliketodointheircommunity.Askquestionssuc

6、has:What do you like to do in (name of community)?Do we have parks?Museums?Can you walk to school?Do you live in a house or an apartment?Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhat they think they might read about in a book called I Li

7、ve in the City.(Accept all answers that students can justify.)I Live in the CityLesson Plan(continued)LeveLH H2 Learning AZ All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Writethefollowingrepetitivephrasesontheboard

8、:I live_;We walk _;and I like _.Read the phrases aloud,pointing to the words as you read them to students.Have students read themaloud.Explainthatthesewordsrepeatthroughoutthebook.Introduce the Reading Strategy:Retell Explaintostudentsthatgoodreadersstopnowandthenduringreadingtoretellintheirmindwhat

9、ishappeningorwhattheyvelearnedsofarinabook.Stoppingtoretelleventsordetailshelps readers remember and understand what they are reading.Explainthatwhenpeopleretellastory,theyexplainthedetailsinorder.Pointoutthatpeopleretell stories as part of their daily lives,such as sharing what happened at school o

10、r the events on a television show.Modelretellingafamiliarstoryindetail,suchasWhere The Wild Things Are.Think-aloud:In the book WheretheWildThingsAre,a little boy named Max gets sent to his room without dinner because he is being naughty.While sitting in his room,Max begins to imagine that he sails a

11、way to an island full of magical creatures called the Wild Things.When Max arrives,the Wild Things try to scare him,but he tames them and becomes king of all the Wild Things.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfor the retelling of this story.Havestudentsplac

12、estickynotesonpages6,9,and12.Explainthatastheyread,theyshould stop on these pages to think about what has happened so far in the story.Encourage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrat

13、egy presented in this section.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthateverybookhasabigideathatisthemostimportantideaofthebook.Revieworexplainthatthemainideaisoftenthetitleofthebook.Havestudentstakeanotherlook at the book covers.Ask them to predict what the main i

14、dea might be(living in the city).On the board,write Main Idea.WriteLiving in the Cityunderneaththisheading.Drawacirclearound it for later use as a web diagram.Explainthateachpageinthebookcontainsdetailsthattellreadersmoreaboutthebooks big idea.Modelhowtoidentifydetails.Think-aloud:I know that every

15、book has details that help explain the big idea.I know that this book describes living in the city.I notice that the picture on page 3 shows a girl sitting on the step of an apartment building.Living in an apartment seems to be one detail about the big idea of living in the city.Returntotheboardandd

16、rawalineoutfromthecircledmainidea.Attheendoftheline,write apartments.Askstudentstoreviewthepicturesinthebook.Askthemtoshareanyideastheyhaveaboutdetails that might support the main idea.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeinthepictures.Usethevocabularytheywil

17、lencounterinthetext.Remindstudentsthattheycanhelpthemselveswhentheycometoatrickywordbylookingatthe first letter(s)in the word and then checking the picture on the page to see what might start withthesamesoundandwhatmightmakesenseinthestory.Forexample,onpage4,pointtothe b in buildings.Say:I am going

18、to help myself by looking at the picture and thinking about what object in this picture starts with b and makes the/b/sound.I know the words in front of I Live in the CityLesson Plan(continued)LeveLH H3 Learning AZ All rights reserved.www.readinga-this tricky word:Therearetall.When I use the picture

19、 clue,I think the word is buildings.That word makes sense and matches the picture.Invite students to read the sentence along with you.Set the Purpose Havestudentsreadthebooktofindoutaboutlivinginthecity.Remindthemtolookfordetailsabout the main idea as they read.During ReadingStudent Reading Guide th

20、e 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 point to each word as they read.Encourage students who finish before others to reread the text.Aftertheyhavefinishedre

21、ading,tellstudentstostopandthinkaboutwhattheyhavereadand learned so far.Modelretelling.Think-aloud:I stopped after reading these pages to retell in my mind what I had read so far.I learned that Anna lives in the city in an apartment.There are tall buildings all around her apartment.There are lots of

22、 people,cars,and buses.There arent many grassy places except the city park.Check for understanding:Havestudentsreadtotheendofpage9.Encouragethemtoretellwith apartnerwhattheyreadonpages6through9.Introducethemain-idea-and-detailsworksheet.Directthemtotheboardandshowthemhowyour web on the board looks s

23、imilar to the one on their worksheet.Guide them to fill in one circle on their worksheet with the word apartments.Thenhavethemfillintwomorebubbleswith details they have learned so far by reading the book.Havestudentsreadtheremainderofthebook.Encouragethemtoretellintheirmindwhenthey have finished.Rem

24、ind them to think about details they could add in the circles on their worksheet.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportun

25、itytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Discusshowstoppingtoretellastheyreadhelpsstudentstorememberwhattheyread.Think-aloud:Now that I have read the whole story,I can retell it to a friend,in my mind,or on a piece of paper.Doing this

26、will help me remember the details.Independent practice:Have students retell the story from the beginning to a partner.Listen for whether they include the main character and details in order.Reflect on the Comprehension Skill Discussion:Read the main idea on the board with students.Ask them to share

27、the details that theywroteontheirworksheet.Invitethemtoexplainwhyeachofthedetailsontheirworksheetmatches the main idea of the story.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheetbyfillingin the last two circles.Enduring understanding:In this book,you read about a girl who

28、 loves living in the city.Now that you have read about her life where she lives,what are some things you love about your life where you live?I Live in the CityLesson Plan(continued)LeveLH H4 Learning AZ All rights reserved.www.readinga-Build Skills Phonological Awareness:Discriminate r-controlled/ar

29、/vowel Saythewordcaraloudtostudents,emphasizingthe/ar/sound.Havestudentssaythewordaloudandthensaythe/ar/sound.Explainorremindstudentsthatthe/ar/soundcanbefound at the beginning of a word,in the middle,or at the end.Readpage3aloudtostudents.Havethemgivethethumbs-upsignwhentheyhearawordthatcontains th

30、e/ar/sound(apartment).Ask volunteers to tell you where in the word they hear the sound(middle).Check for understanding:Saythefollowingwords,oneatatime,andhavestudentsgivethethumbs-upsignalifthewordcontainsthe/ar/sound:park,school,art,star,city.Encourage students to listen for and tell the location o

31、f the/ar/sound in each word.Phonics:Identify r-controlled ar words Writethewordcar on the board and have students read it with you.Have students say the/ar/sound aloud while you run your finger under the letters in the word.Ask students which letters stand for the/ar/sound in the word car.Havestuden

32、tspracticewritingthear letter combination on a separate piece of paper as they say the sound the letters make.Check for understanding:Writethefollowingwordsontheboard,leavingablankwherethear is located:apartment,cars,park,star,art.Sayeachword,oneatatime,andhavevolunteerscometo the board and add the

33、ar to the word.Other students may practice writing the complete word on their paper,underlining the ar in each word.Independent practice:Introduce,explain,andhavestudentscomplete r-controlled/ar/worksheet.If time allows,discuss their answers.Grammar and Mechanics:Compound predicates Explainorrevieww

34、ithstudentsthattwoshortsentencescanoftenbecombinedtoformonesentence,ifthesubjectofbothsentencesisthesame.Tellstudentsthatwritersoftencombinesentences to make their writing more interesting and easier to read and understand.Writethefollowingsentencesontheboard,onedirectlyundertheother:Anna likes the

35、park;Anna likes the museum.Ask students to identify the subject in each sentence(Anna).Thenask a volunteer to come to the board and underline what Anna likes in each sentence.Modelforstudentshowtocombinethesetwosentencesintoonebyinsertingthewordand:Anna likes the park and the museum.Check for unders

36、tanding:Have students work with a partner to locate the other compound predicatesinthebookandcirclethem(pages5,6,7,9).Independent practice:Introduce,explain,andhavestudentscompletethecompound predicates worksheet.If time allows,discuss their responses.Word Work:High-frequency word people Tellstudent

37、sthattheyaregoingtolearnawordthattheywilloftenseeinbookstheyread.Writethewordpeople on the board and read the word aloud.Have students read the word with you.Askstudentstowritethewordwiththeirfingerintheairorontheirdeskasyouspellitaloud.Pointtoeachletterasyouspellit.Explaintostudentsthattheycantreal

38、lysoundoutthiswordbecauseitcontainssilentletters.Tellthemthatitisbesttojustpracticereadingandwritingthewordpeople so that they automaticallyrecognizeitwhenreading.Havestudentsturntopage5intheirbookandreadthefirstsentencewithyou.Askthem to point to the word people as you read.Check for understanding:

39、Have students turn to a partner and use the word people in an oral sentence.I Live in the CityLesson Plan(continued)LeveLH H5 Learning AZ All rights reserved.www.readinga-Ask them to practice writing the word people,and/or writing simple sentences that contain the word people,on a separate piece of

40、paper.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Ask them to stop in their reading and have their au

41、dience retell what has been read so far.Extend the ReadingRealistic Writing and Art ConnectionHave students fold a piece of paper in half.On one half,have them draw a picture of where they live.Have them write a sentence or two underneath their drawing,beginning with I live in _.Ontheotherhalf,havet

42、hemdrawapictureofsomethingtheyliketodowheretheylive.Thenhave them write one or two sentences underneath their drawing,beginning with I like to _.Visit WritingAZ for a lesson and leveled materials on narrative writing.Social Studies Connection Workwithstudentstocreatealistofactivitiestodoinabigcityne

43、aryou.IdentifyseveralsafeInternet sites that students can access to find this information.Guide them through the site to searchforandidentifysuchthingsasmuseums,parks,childrenstheaters,landmarks,andmore.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththe bo

44、okareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecards canbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a

45、purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentlyretellwhattheyhavereadtobetterunderstandtext accuratelyidentifyimportantdetailsthatsupportamainideaintextandonaworksh

46、eet accuratelydiscriminatether-controlled/ar/sound and its location in words during discussion identifyandwritethelettersymbolsthatrepresentthe r-controlled/ar/sound during discussion and on a worksheet understandcompoundpredicatesandhowtocombinesentencestocreatecompound predicates on a worksheet correctlyidentify,use,andwritethehigh-frequencywordpeople Comprehension Checks BookQuiz Retelling Rubric