原版英语RAZ 教案Q69-Awesome Ants.pdf

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1、Awesome AntsQ Q1 Learning AZ All rights reserved.www.readinga-Focus Question:What makes ants awesome?Book SummaryText Type:Nonfiction/InformationalIn the millions of years that ants have crawled on the Earth,they have become some of the most fascinating and amazing insects.Informative and entertaini

2、ng,Awesome Ants gives students a look into the intricate lives of ants.Detailed photographs provide up-close views of everything awesome about ants,from communication through scents and vibration to their underground activities.The book can also be used to identify main idea and supporting details.T

3、he book and lesson are also available for levels N and T.Guiding the ReadingBefore ReadingBuild BackgroundShow students the cover of the book and read the title.Explain that this book is about the life of ants.Ask students what they think the authors opinion of ants might be on the basis of the titl

4、e.Guide students to provide questions they may have about ants on the basis of what they have seen so far.Record these questions on the board.Introduce the Book GivestudentstheircopyofAwesome Ants.Guide them to the front and back covers and read the title.Have students discuss what they see on the c

5、overs.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.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an o

6、verview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers ask and answer questions w

7、hile they are reading and that one way to organize this information is to use a KWLS chart.Display a KWLS chart on the board.Have students look at the cover of the book and call on students to share information that would fit in the K section of the chart.Write student responses on the chart.Invite

8、students to preview the photographs in the book with a partner to create questions about ants.Have students share,then record these questions in the W section on the chart.Pointoutthat,asstudentsread,theyshouldlookfor answers to these questions as well as create new questions to add to the chart.Les

9、son EssentialsInstructional Focus Ask and answer questions to understand text Identify main idea and details in a text Describe information provided by labels Identify vowel digraph ee Recognize and use the conjunctions and and but Identify synonyms and antonymsMaterials Book:Awesome Ants (copy for

10、each student)Main idea and details,conjunctions,synonyms and antonyms worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:antennae(n.),colony(n.),communicate(v.),insect

11、s(n.),pheromones(n.),vibrations(n.)Enrichment:environments(n.),mammals(n.),species(n.)Academicvocabulary:allow(v.),different(adj.),instead(adv.),protect(v.),release(v.),through(prep.)Awesome AntsQ Q2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Main idea and details

12、Explain to students that a book has a general topic that is called the main idea and that the extra information or descriptions that help readers better understand the topic are the details.Pointouttostudents that both the main idea and the details are needed in order to fully understand and enjoy a

13、 book.Explainthatsometimesinformationinnonfictiontext is divided into sections and each section contains a main idea and supporting details.Invite studentstoreviewthetableofcontents.Pointout that the title of each section often provides information or clues about the main idea.Have students turn to

14、a partner and discuss their predictions for the main idea of each section in the book.Remind students that identifying the main idea and supporting details of each section will help them to better understand and to enjoy the book.VocabularyHave students turn to the“Words to Know”box on the copyright

15、 page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Hav

16、e students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutants.Write the Focus Questi

17、on on the board.Invite students to look for evidence in the book 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 QuestionsAs stu

18、dents read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Why have ants been able to survive on Earth for so long?(level 1)page 5 What makes an ant an insect?(level 1)page 6 In what ways are antennae nece

19、ssary for an ants survival?(level 2)pages 79 How do ants communicate through smell?(level 1)page 10 In what ways do ants work together to keep a colony up and running?(level 2)pages1113 How do ants solve the problem of crossing a body of water?(level 1)page 14 How does being social insects help ants

20、 survive?(level3)multiple pagesText Features:LabelsExplain that labels clarify a photograph or illustration by identifying specific parts of the picture.Have students work with a partner to review the photograph on page 6 and its labels.Ask students:How do the labels in the photograph support the ma

21、in idea of this section?How do labels clarify visual information?Why are labels important tools for classifying objects?Have students review other photographs in the book and discuss in groups where they would add labels and why.Invite volunteers to share their thoughts with the rest of the class.Sk

22、illReview HavestudentsreferbacktotheKWLSchartonthe board.Ask students to review their questions recorded prior to reading the book.Have them circle any questions that were answered and record this information in the L section of the chart.Ask students to share what they learned with a partner.Have s

23、tudents share new questions and write them in the W sectionoftheirchart.Pointoutthateffective readers create new questions as they are reading in order to stay engaged with the text.Modelidentifyingmainideaanddetails.Think-aloud:The book is providing me with many details about ants lives:how they co

24、mmunicate,how they build colonies,and so on.I know that the main idea of the book is that ants are fascinating and amazing insects.Each section of the book supports this main idea,and each contains its own main idea and supporting details.For example,the main idea of the section“A Little History”is

25、that ants have been able to survive for millions of years because of their bodies and how they live.Details that support the main idea include that ants were alive during the time of dinosaurs and that ants live on every continent except Antarctica.Pausing to identify the main idea and supporting de

26、tails of each section helps me remember and understand what I have read.Havestudentsworkinsmallgroupstorereadthesection“BodyParts”andidentifythemainideaand three supporting details.Invite groups to share their findings with the class.Modelhowtocompletethemain-idea-and-details worksheet.Have students

27、 identify details from the book and circle them.Guiding the Reading(cont.)Awesome AntsQ Q3 Learning AZ All rights reserved.www.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and cont

28、ext clues.SkillReviewGraphic Organizer:Main idea and detailsReview the main-idea-and-details worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details they chose.Comprehension ExtensionDiscussion cards covering compre

29、hension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasons should include characteristics that make ants amazing.Sample:An

30、ts are about 100 million years old and were living during the time of dinosaurs,they can carry over twenty times their weight,they hear through vibrations,and they can create bridges with their bodies to cross over water.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild

31、SkillsPhonics:Vowel digraph ee Writethewordfree on the board and read it aloud with students.Have students say the long/e/sound aloud.Then,run your finger under the letters in the word free as students say the whole word aloud.Ask students to identify which letters represent the long/e/sound in the

32、word.Underline the letters ee and explain that these letters together make the long vowel/e/sound.Explain that this vowel combination is called a vowel digraph.Saythewordskeep and sweep aloud,emphasizing the long/e/sound,and have students write the words on a separate sheet of paper.Have students co

33、mpare their words with a partners.Check for understanding:Write the following words on the board,leaving out the vowel digraph ee:street,seem,three,and queen.Invite volunteers to come to the board and add the vowel digraph ee and read each word aloud.Have the other students give a thumbs-up signal i

34、f it is correct.Grammar and Mechanics:Conjunctions and,but Explainthataconjunction is a word that links and relates two parts of a sentence together.Discuss with students that the words and and but are examples of conjunctions.Write the following sentence on the board:Youve seen them marching throug

35、h grass and across sidewalks.Beneath this sentence,record the following:Youve seen them marching through grass.Youve seen them marching across sidewalks.Read each sentence aloud to students.Have them turn to a partner and discuss why the author might choose to link the sentences together rather than

36、 have two repetitive sentences.Invite students to share their insights.Reread page 12 with students and have them identify the sentence containing the conjunction but.Invite them to turn to a partner and create two separate sentences from the sentence containing the conjunction.Discuss as a class wh

37、y the author chose to use a conjunction rather than two separate sentences.Check for understanding:Have students reread page 14 independently and underline the sentence containing a conjunction.Invite students to share their findings with the class.Independent practice:Introduce,explain,and have stu

38、dents complete the conjunctions worksheet.If time allows,discuss their answers.WordWork:Synonyms and antonyms Writethewordsmall on the board and read it aloud with students.Ask them to suggest a word that means almost the same thing as small.Explain that a word that means the same or almost the same

39、 as another word is called a synonym.Write the word synonym on the board and have students read it aloud.Then have students offer words that mean the opposite of small.Explain that a word that means the opposite of another word is called an antonym.Write the word antonym on the board and have studen

40、ts read it aloud.Writethefollowingwordsonsentencestrips:cold,interesting,loud,heavy,many.Invite volunteers to hold the sentence strips and stand in the front of the room.Have volunteers share a synonym or antonym of one of the words on the sentence strips.After students share a word,they will line u

41、p behind the person holding the corresponding word.Check for understanding:Have students work in pairs to use a thesaurus to identify synonyms and antonyms for the following words:tiny,strong,easy.Invite students to share their findings with the class.Independent practice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)