原版英语RAZ 教案raz_laa16_over_lp.pdf

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1、OverLesson PlanLeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Book Page Count:10 Word Count:24Book SummaryStudents follow along as a little dog jumps over everything in its path.The dog jumps over a log,a hole,a bat,and more.Lighthearted illustr

2、ations accompany a text,with repeated language patterns to make decoding easier.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethestrategyofmaking,revising,andconfirmingpredictionstounderstandtext Sequencestoryevents Identifyrhyme AssociatetheletterOo with t

3、he long/o/sound Recognizecapitallettersandperiodsinprint UnderstandwordsassociatedwithpositionMaterialsGreen text indicates resources available on the website BookOver(copy for each student)Chalkboardordryeraseboard Sequenceevents,rhyme,long/o/worksheets Wordjournal(optional)Indicatesanopportunityfo

4、rstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency words:over,the Content words:ball,bat,bike,cat,doll,hole,log,potBefore ReadingBuild Background Askstudentstothinkabo

5、utatimewhentheyplayedwithadog.Discusswhatthedogdid,how it played,where it went,and so on.Expandthediscussionbytalkingaboutdifferentkindsofdogsstudentsarefamiliarwith.Book WalkIntroduce the Book Showstudentsthecoverofthebookandreadthetitle.Askthemtopredictwhatthedog needs to get over.Have them predic

6、t other things the dog might need to jump over.Showstudentsthetitlepageandhavethemtellwhatthedogisjumpingoverinthepicture.1OverLeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-Lesson Plan(continued)Introduce the Reading Strategy:Make,revise,and confirm predictions Asyoupreviewthebookwithst

7、udents,modelmakingpredictions.Think-aloud:I know that good readers look at the cover and the pictures in a book to make predictions about,or guess,what might happen in a story.Then they read the book to find out if their predictions are correct or whether they need to be changed,or revised.In this b

8、ook,I predict that the dog will jump over things until it finds its owner.I will have to read the book to find out if I am right.Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedstrategypresented in this section.Introduce the Vocabulary Showstudentsthepicturesonpages3through9

9、.Asyoulookatthepictureswiththem,use the language pattern of the text and name the things the dog jumps over.For example,say:What does the dog jump over in this picture?Yes,the dog jumps over the bike.Modelhowtoapplyword-attackstrategies.Forexample,havestudentspointtothewordlog on page3.Tellthemtheyc

10、anusewhattheyknowabouthowthewordstartsandends(with/l/and/g/)tofigureouttheword.Remindthemtocheckthatthewordmakessenseinthesentence.Set the Purpose Havestudentsreadthestorytofindoutiftheirpredictionsarecorrectaboutwhatthedogwilljump over and where the dog will go.During ReadingStudent Reading Guide t

11、he reading:Give students their book and direct them to read to the end of page 5.Tell them to reread the pages if they finish before everyone else.Askstudentswhatthedoghasjumpedoversofar.Askiftheywanttorevisetheirpredictionsabout what the dog will jump over next and where the dog will end up.Think-a

12、loud:The dog has jumped over many things.It might be getting tired,but I still think it is trying to make it home to its owner.I will read to see if I am right.Havestudentsreadtheremainderofthestory.Tellstudentstomakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.T

13、hese can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentsiftheirpredictionsaboutwherethedogwasgoingw

14、erecorrect.Discusshowmaking predictions and reading the book to find out whether or not they are right keeps the reader involved in what is happening in the story.Think-aloud:I kept reading about all the jumping the dog was doing to see if the dog would make it home.I predicted it would find its own

15、er,but at the end of the story the dog is still jumping over things.Teach the Comprehension Skill:Sequence events Discussion:Askstudentsiftheythinkthedoginthebookknewwhereitwasgoingandtoexplain why or why not.Introduce and model:explain that a story is a series of events.First one thing happens,then

16、 something else,and so on.explain that these events make up the plot of the story.The order 2OverLeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-Lesson Plan(continued)in which the events happen is called the sequence.Inthisstory,thelittledogjumpsovermanythingsasitplays.Showstudentspage3of

17、thebookandtellthemthatthefirstthingthedogjumps over is a log.Next,on page 2,the dog jumps over a pot.Check for understanding:Askvolunteerstonamethethird,fourth,andfifththingthedogjumped over(hole,bike,bat).Independent practice:Give students the sequenceeventsworksheets.Have them cut out the pictures

18、 and paste them on the second sheet in the order in which the dog jumped over them.Extend the discussion:Instructstudentstousethelastpageoftheirbooktodrawapictureof whatever they think the dog will jump over next.Have students share their pictures with the group.Build Skills Phonological Awareness:L

19、isten for rhyme Saythewordslog and dog and have students repeat the words.Tell students that the words rhymebecausetheyhavethesamesoundsattheend:/og/.Repeatthewordsandhavestudentslisten for the rhyming part.Saythewordslog and leg.Tell students these words do not rhyme because they have different sou

20、nds at the end:/og/and/eg/.Have students repeat the words and listen for the ending sounds.Tellstudentsthatyouaregoingtosaytwowords.Ifthewordsrhyme,studentsshouldclaptheirhands.Ifthewordsdonotrhyme,theyshouldshaketheirheads.Saythefollowing word pairs,one at a time:cake/cat;man/pan;car/star;dog/dig;b

21、ike/hike;feet/fat;cup/pup;jump/pump.Foradditionalpracticewithlisteningforrhyme,havestudentscompletetherhyme worksheet.Phonics:Sound/symbol relationship for long/o/sound WritetheletterOo on the board and ask students to tell you the letter name.Tell students that the letter Oo stands for the sound th

22、ey can hear in the word over.HavestudentspointtothewordOver on the cover of their book.Then have them point to the letter in the word Over that stands for the/o/sound.Havestudentsturntopage3,findthewordOver,and point to the letter that stands for the/o/sound.Writethewordholeontheboard.Modelhowtosoun

23、doutthewordasyourunyourfingerunder each letter:/h/o/l/e/.Have students sound out the word with you as you run your finger under the word.Askavolunteertocomeupandcircletheletterthatstandsfor/o/intheword.Repeatwiththewordsgo and so.Iftimeallows,havestudentsplay“ISpy”astheylookaroundtheroomtofindthings

24、thatcontain the long/o/sound.Foradditionalpractice,havestudentscompletethelong/o/worksheet.Grammar and Mechanics:Capitalization and punctuation Writethefollowingontheboard:Over the log.explain that there are different kinds of sentences.One kind of sentence,such as this one,tells the reader somethin

25、g.Tell students that a sentence always begins with a capital letter.Circle the O and tell students that this is a capital letter.Then explain that every sentence has a signal at the end so the reader will know when tostopreading.Asentencethattellssomethinghasaperiod.Theperiodislikea“stopsign.”Circle

26、 the period at the end of the sentence.Have students put a line under each capital letter in their book and a circle each period.3OverLeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-Lesson Plan(continued)Vocabulary:Position words ReadthesentenceOver the pot aloud to students.explain that

27、the word over tells where something is.Reviewotherwordsthattellwheresomethingis(in,on,out).Hold a piece of paper over your head.Tell students that the paper is over your head.Put the paper in a book and ask students to tell where the paper is.Take the piece of paper out of the book and ask students

28、to tell what you just did with the paper(took it out of the book).Put the piece of paper on top of the book and askstudentstotellwherethepaperis.Makecertainstudentsunderstandthedifferentpositionsof over and on.Playthe“Over,On,andOver”game.Tellstudentsthatwheneveryousayover they are to put theirarmso

29、vertheirheads.Wheneveryousayon,they are to put their hands on their heads.Modelallpositionsforstudents.Saythewordsslowlyatfirstuntilstudentsunderstandtheconcept;then speed up the words.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Partnerscantaketurnsreadin

30、g in the book.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionUsethelanguagepatternOver the.tocreateapredictablechart.Modelbycompletingthefirstphrase(Overthemoon)andthenaskeachstudentforawordtocompletethephrase.Writet

31、heirresponsesonthechart.Askstudentstoillustratetheirresponses.Displaytheirpicturesandthe chart in the classroom.encourage students to read the chart to one another.Math Connection Integratethislessonwithamathunitongraphingnumbersoftypesofpets.Askstudentstoidentify the pets they have or have had.List

32、 the like responses on the board.Create a simple bar graph to show how many pets were counted in each category.Assessment Monitor students to determine if they can:makerelevantpredictionsaboutthebookbasedonavailableinformation,andrevise or confirm predictions as they get new information sequencestoryeventstorememberinformation listentowordssaidorallyandcorrectlyidentifythosethatrhyme associatetheletterOo with the long/o/sound and read words containing long/o/identifycapitallettersandperiodsinthebook correctlyplacetheirhandsover or on as you say the wordsComprehension Check RetellingRubric4