原版英语RAZ 教案raz_laa74_baseballgame_lblp.pdf

《原版英语RAZ 教案raz_laa74_baseballgame_lblp.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案raz_laa74_baseballgame_lblp.pdf（3页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、The Baseball Gameaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What can you see at a baseball game?Book SummaryText Type:Nonfiction/ConceptWhat can you see at a baseball game?In The Baseball Game,students will read about different things they might see at a baseball game.Detailed

2、 photographs and the use of the high-frequency word this support early emergent readers.Students will also have the opportunity to classify information as well as to ask and answer questions to better understand the text.Guiding the ReadingBefore ReadingBuild Background Placeontheboardapictureofabas

3、eballandaskstudents to identify the sport in which the ball is used.Write the word baseball on the board and read it aloud with students.Askstudentsiftheyhaveeverbeentoabaseballgame.Have them discuss with a partner what things they saw at the baseball game.Invite volunteers to share their answers an

4、d experiences with the class.Introduce the Book GivestudentstheircopyofThe Baseball Game.Guidethemtothefrontandbackcoversandreadthe title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about

5、.Show students the title page.Discuss the information on the page(title of book,authors name).Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers ask and answer questions while reading to better understand what they are reading.Draw a KWL chart on the boar

6、d and explain what each section stands for(What I Know,What I Wonder,What I Learned).Make a list on the board of things students can see at a baseball game under the What I Know section.Then,have students think about what questions they have about a baseball game and record the questions under the W

7、hat I Wonder section on the board.Explain that students will look for the answers to these questions while reading in order to better understand the text.Introduce the Comprehension Skill:Classify information Explaintostudentsthatreadersoftenthinkabout the objects in a story and what they have in co

8、mmon.Thinking about what the objects may have in common and sorting them into groups is called classifying information.Lesson EssentialsInstructional Focus Askandanswerquestionstobetterunderstand text Classify information in a text Describe information provided by photographs Discriminate initial co

9、nsonant/b/sound Identify initial consonant Bb Capitalize sentence beginnings Identify and use the high-frequency word thisMaterials Book:The Baseball Game (copy for each student)Classify information,initial consonant Bb,capitalize sentence beginnings worksheets Retelling rubricVocabularyBoldface voc

10、abulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but not the book High-frequency words:this WordstoKnowStory critical:base(n.),baseball(n.),bat(n.),helmet(n.),team(n.),uniform(n.)Academicvocabulary:classify(v.)*,information(n.)*The Baseb

11、all Gameaaaa2 Learning AZ All rights reserved.www.readinga- WritetheheadingsHold,Wear,and Step On on the board.Read the headings aloud with students.Explain to students that as they read each page,they need to pause and determine whether the object on the page belongs in the Hold,Wear,or Step On cat

12、egory.Readpage3tostudentsandhavethemdiscusswhich category to classify the field(Step On)and write this information under the correct heading on the board.Remind students that classifying information will help them better remember and understand what they read.VocabularyHave students turn to the“Word

13、s to Know”box onthecopyrightpage.Pointoutthatthesewordscan 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 students and as a group,discuss the meaning of each word.On the basis of the definitions discussed,

14、have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutthingsthey might see at a baseball game.Write the Focus Question on the board.Invite students to look for evidence in the boo

15、k to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following que

16、stions.Encourage students to support their answers by citing evidence from the book.What shape is the baseball field?(level 1)page3 What is the bat used for?(level3)page 5 How are the hat and the helmet alike?How are they different?(level 2)pages 7 and 8 How does the team feel about playing baseball

17、?How do you know?(level3)page 10 What else is used for a baseball game that is not listed in the book?(level3)multiple pagesText Features:PhotographsExplain that photographs(pictures taken with a camera)are helpful when reading because they provide important information and help readers visualize wh

18、at is happening in the story.Sometimes photographs give readers more details than what the text provides.Have students work with a partner toreviewthephotographonpage3.Askstudents:What type of field is this?How do you know?What details are provided in the photograph that are not provided in the text

19、?Invite volunteers to share their answers with the class.Have students review other photographs throughout the story and discuss with a partner the details in the photographs that are not given in the text.SkillReview Modelforstudentshowyouaskandanswerquestions as you read.Have students look for ans

20、wers to their questions from the KWL chart on the board.Record any answers they find in the What I Learned column.Discuss with students how asking and answering questions helped them to better remember and understand what they read.Continueclassifyingtheobjectsfromthestoryintothe categories on the b

21、oard:Hold,Wear,and Step On.Have students discuss with a partner if there is anything in the book that does not fall under one of the three categories.Modelhowtoclassifyinformationthatdoesnotfitin the existing categories.Think-aloud:As I read the book,I am able to classify most of the objects into th

22、ree categories:Hold,Wear,and Step On.However,on page 10,I read about the baseball team.A team is not something I can hold,wear,or step on.Therefore,I need to create a new category to classify this new information.Havestudentsworkwithasmallgrouptocreateafourth category in which to classify the word t

23、eam.Have groups share their responses with the class.Modelhowtocompletetheclassify information worksheet.Have students sort the words into categories and explain their thinking to a partner.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read

24、 these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Classify informationReview the classify information worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the categories they chose to sort

25、 the information.Comprehension Check Retelling rubricGuiding the Reading(cont.)The Baseball Gameaaaa3 Learning AZ All rights reserved.www.readinga-Book Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant/b/soundSay the word baseball aloud to students,emphasizing the initial/b/so

26、und.Have students say the word aloud and then say the/b/sound.Have students practice saying the/b/sound to a partner.Repeattheprocesswiththewordbat.Havestudentsworkingroupstodiscussthedifference in the initial sounds of the words bat and hat.Pointoutthatthewordbat creates the initial consonant/b/sou

27、nd,which is made with the lips closed,and the word hat creates the initial consonant/h/sound,which is made with the mouth open,pushing out breath.Check for understanding:Say the following words one at a time,and have students clap their hands when they hear a word that begins with the/b/sound:ball,h

28、air,base,fence,bubble,coach,bunt,and blow.Phonics:Initial consonant Bb Writethewordbase on the board and read it aloud with students.Havestudentssaythe/b/soundaloud.Then,runyour finger under the letters in the word base as studentssaythewholewordaloud.Askstudentstoidentify which letter represents th

29、e/b/sound in the word base.Repeat this process with the word bat.HavestudentspracticewritingtheletterBb on a separate sheet of paper while saying the/b/sound.Check for understanding:Write the following words on the board,leaving off the initial consonant:bad,best,bike,bed,and boy.Say each word,one a

30、t a time,and invite volunteers to come to the board and add the initial consonant Bb to each word.Independent practice:Introduce,explain,and have students complete the initial consonant Bb worksheet.If time allows,discuss their answers.Grammar and Mechanics:Capitalize sentence beginnings Writethefol

31、lowingsentenceontheboard:We were at a baseball game.Read the sentence aloud with the students.Invite a volunteer to come to the boardandcirclethefirstletterinthesentence.Askstudents to discuss with a partner what is different about this letter.Explainthatallsentencesstartwithacapitalletter.These cap

32、ital letters are signals that let readers know that a new sentence is beginning.Havestudentssharesentencesaboutbaseball.Write the sentences on the board,making sure to write the first letter of the sentence lowercase.Invite volunteers to come to the board and circle the first letter in the sentence

33、and correct it with a capital letter.Check for understanding:Have students circle the capital letter at the beginning of each sentence in their book.Independent practice:Introduce,explain,and have students complete the capitalize-sentence-beginnings worksheet.If time allows,discuss their answers.Wor

34、dWork:High-frequency word this Writethewordthis on the board and read it aloud with students.Explain to students that they will often see this word in books they read and they should memorize it so they can decode it right away.Spellthewordaloudwhilestudentswriteeachletter in the air.Writethefollowi

35、ngsentenceontheboard:This bat is brown.Read it aloud with students and discuss with them the meaning of the word this.Explain that the adjective this is often used to describe an object someone is talking about.Putstudentsingroupsandhavethemusethewordthis in oral sentences.Invite volunteers to share their sentences with the class.Check for understanding:Have students reread the story and circle the word this whenever it appears.Connections Seethebackofthebookforcross-curricularextension ideas.