原版英语RAZ 教案raz_laa73_valentinesdaygifts_lblp.pdf

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1、Valentines Day Giftsaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What are some Valentines Day gifts?Book SummaryText Type:Nonfiction/InformationalValentines Day is full of excitement and gifts.In the story Valentines Day Gifts,students will get to read about a selection of diffe

2、rent gifts to celebrate Valentines Day.The colorful pictures will help students identify the main idea and details as well as visualize to understand the text.Guiding the ReadingBefore ReadingBuild Background Askstudentstoraisetheirhandiftheyhavecelebrated Valentines Day at school or at home.Discuss

3、 various gifts that can be given on Valentines Day.Have students discuss with a partner their favorite gift they have received for Valentines Day orwhatgifttheywouldliketoreceiveforValentinesDay.Invite students to share their answers aloud as you write the answers on the board.Discussthetypesofgifts

4、studentssharedand how the gifts made them feel.Have students drawaValentinesgifttheywouldliketogive on a separate sheet of paper.Invite volunteers to share their pictures with the rest of the class.Introduce the Book GivestudentstheircopyofValentines Day Gifts.Guidethemtothefrontandbackcoversandread

5、the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to whattypeofbookitis(genre,texttype,and so on)and what it might be about.Show students the title page.Discuss the information onthepage(titleofbook,authorsname).Introduce the Reading Strategy:VisualizeExpla

6、in to students that engaged readers visualize,or create pictures in their mind as they read.Point outthatreaderscanusepriorknowledgetocreatevisualizations.Explainthatthephotographsinabookcan add information and details to a visualization.Have students close their eyes as you read page 3 aloud.Askstu

7、dentstovisualizedifferenttypesofgifts,includingdetailsofhowtheymaybewrappedor what colors they may be.Invite students to share the details of their visualizations with the class.Introduce the Comprehension Skill:Main idea and detailsExplain to students that every story has a big topic thatthestoryis

8、about,whichisthemain idea.Explain that details are extra information that support the main idea.Point to the title of the story and read it aloud with students.Explain that the title can often guide the reader to the main idea.Lesson EssentialsInstructional Focus Visualize to understand text Identif

9、y main idea and details Describe information provided by photographs Discriminate initial consonant/v/sound Identify initial consonant Vv Recognize and use plural nouns Identify and use the high-frequency word theMaterials Book:Valentines Day Gifts (copyforeachstudent)Mainideaanddetails,initialconso

10、nantVv,pluralnounsworksheets Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)wordappears inthelessonbutnotthebook High-frequencyword:the WordstoKnowStory critical:balloons(n.),chocolates(n.),cookies(n.),flowers(n.),gifts(n.),

11、valentine(n.)Academicvocabulary:detail(n.)*,main(adj.)*Valentines Day Giftsaaaa2 Learning AZ All rights reserved.www.readinga- Havestudentsworkwithapartnertopredictthe main idea using the title and photographs throughout the story.Invite students to share their answers with the class.VocabularyHave

12、students turn to the“Words to Know”box on the copyright page.Point out that these words can be found in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to studentsandasagroup,discussthemeaningofeachword.Onthebasisofthedef

13、initionsdiscussed,havestudentsworkingroupstoillustrateeachvocabularyword on a poster.Have students share their posters with the class.Set the Purpose HavestudentsreadtofindoutmoreaboutValentines Day gifts.Write the Focus Question ontheboard.Invitestudentstolookforevidenceinthebooktosupporttheiranswe

14、r.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannot pronounce.These can be addressed in a future discussion.During ReadingText-DependentQuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to supporttheiranswersby

15、citingevidencefromthebook.What color are the Valentines Day flowers?(level1)page 4 What do each of the gifts in the book have in common?(level2)pages310 How are the cookies,candy,and chocolates alike?How are they different?(level2)pages5,7,and9 How does the girl feel about her valentine?How do you k

16、now?(level3)page10 How are Valentines Day gifts different from gifts for other holidays?(level3)pages310Text Features:PhotographsExplain to students that photographs are pictures taken with a camera,and point out that the pictures inthisbookareallphotographs.Explainthatpicturesand photographs can he

17、lp assist readers by giving them additional details and information.Have studentslookatpage5anddiscusswhatadditionalinformationtheyseeinthephotograph.Askthestudents to describe the shape and colors of the cookies.Explainthatbylookingatthephotographs,wecandeterminethespecificholidaythecookiesareinten

18、ded for.SkillReview Modelvisualizingbydiscussingthephotographofthe gifts on page 3.Explain how there are many differentpackagesthatcouldcontainValentinesDay gifts.Describe the boxes and model how to visualize the boxes and the gifts that may be in them.Have students close their eyes and visualize th

19、e gifts that may be in the boxes.Then have them draw a picture of the gifts they visualized on a sheet of paper.Reviewwithstudentstheirpredictionsforthemain idea of this story.Lead students to an understanding that the main idea is many gifts can be given for Valentines Day.Have students workwithapa

20、rtnertoreviewthemainideaandbrainstorm to generate a list of details that support the main idea.Modelidentifyingdetailsthatsupportthemainidea.Think-aloud:The main idea of the story is many gifts can be given for Valentines Day.On page 4,I see a picture of flowers.I know that flowers are a gift that c

21、an be given for Valentines Day.Therefore,I know that flowers are a detail that supports the main idea of this story.I will continue looking for details that support the main idea as I read.Modelhowtocompletethemain-idea-and-details worksheet.Have students identify details from the bookandcirclethem.

22、Then,havestudentsdiscussthe details with a partner.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycan read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Main idea and detailsReviewthemain-idea-and-detailsworksheett

23、hatstudentscompleted.Havestudentssharetheirworkin groups.Invite volunteers to share with the rest of the class the details they chose.Response to Focus QuestionHave students cite specific evidence from the story toanswertheFocusQuestion.(Answerswillvary.ValentinesDaygiftsshouldinclude:candy,cookies,

24、balloons,flowers,chocolates,bears,andvalentines.)Comprehension Check Retelling rubricGuiding the Reading(cont.)Valentines Day Giftsaaaa3 Learning AZ All rights reserved.www.readinga-Book Extension ActivitiesBuild SkillsPhonologicalAwareness:Initialconsonant/v/soundSay the word valentinealoudtostuden

25、ts,emphasizingthe initial/v/sound.Have students repeat the word aloud and then say the/v/sound.Have students practice saying the/v/sound to a partner.Havestudentsrepeatthefollowingwords:violin,vacuum,very,villain,visitor.Emphasize the/v/sound.Explaintostudentsthatwhentheymakethe/v/sound,theirlowerli

26、pshouldtickle.Havestudentsworkingroupstopracticemakingthe/v/sound.Have students say a word with the initial consonant Vvwhiletheirpartnermakesthe/v/sound,emphasizingtheirlowerliptickling.Check for understanding:Say the following words oneatatime,andhavestudentsmaketheletterVvwiththeirfingerswhenthey

27、hearthe/v/sound:vice,bread,vacation,band,van,andvisit.Phonics:Initial consonant Vv Writethewordvet on the board and read it aloud to the students.Explain that the word vet has an initial consonant Vv.Havestudentssaythe/v/soundaloud.Then,runyour finger under the letters in the word vet as students sa

28、y the whole word aloud.Repeat using the word van.HavestudentspracticewritingtheletterVv on a piece of paper while saying the/v/sound aloud.Check for understanding:Write the following words ontheboard:vest,vat,vine,and vase.Leave off the initial consonant Vv on each word.Invite volunteers to come up

29、and write the Vv at the beginning of each word.Then run your finger under each letter and read the words aloud as a group.Independent practice:Introduce,explain,andhave students complete the initial consonant Vv worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Plural nouns Saytheword

30、scrayons,pencils,and markers aloud.Hold up one crayon and say the word crayon.Hold upseveralcrayons,andsaythewordcrayons.Repeat the process with the words pencil and pencils and have students repeat the words.Explaintostudentsthatcrayons,pencils,and markers are nouns.Remind them that a noun is a per

31、son,place,orthing.Say the words marker and markers aloud.Havestudentsworkwithapartnerto discuss the difference between the words.Explainthatmarkers is a plural noun,whichmeansit names more than one person,place,or thing.Often,weaddtheletterSs to the end of the noun tomakeitplural.Check for understan

32、ding:Draw a circle on the board and write the word circle.Invite a volunteer to draw severalmorecirclesontheboard.AddtheletterSs to the word circle and read the word aloud to students.Explain that it is now a plural noun.Repeat by using the word dot.Independent practice:Introduce,explain,andhavestud

33、ents complete the pluralnounsworksheet.Iftimeallows,discusstheiranswers.WordWork:High-frequencyword the Writethewordthe on the board.Explain to students that this is a word they will frequently see when they read.Spellthewordaloudandwriteitontheboard.Then say the word again aloud and have students w

34、rite the letters in the air.Explaintostudentsthatthewordthe is used to identifywhichnounthepersonistalkingabout.Hand each student a card with the word the written on it.Then give them each a couple of objects such as a pencil and crayon.Have students putthecardandobjecttogethertomakethesentence:the pencil.Remind students that pencil is the object that the word the is identifying.Repeat this process using the crayon.Check for understanding:Havestudentsworkinpairsand circle the word the on each page of the story.Connections Seethebackofthebookforcross-curricularextension ideas.