原版英语RAZ 教案raz_laa77_goodnight_lblp.pdf

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1、Good Nightaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:How does the girl get ready to go to sleep?Book SummaryText Type:Fiction/ConceptMost children have a routine for getting ready for bed in the evening.Students will relate to how the girl in Good Night prepares for a good nig

2、ht of sleep with her fathers help.Beautiful,comforting illustrations and use of the high-frequency word the support early emergent readers.The book can also be used to teach students about connecting to prior knowledge and how to identify an authors purpose for writing.Guiding the ReadingBefore Read

3、ingBuild Background Placephotographsontheboardofthefollowingitems:a bed,a teddy bear,a pillow,a book,and a blanket.Ask students to turn to a partner and share what all of these items have in common.Invite volunteers to share their answers with the class.Explaintostudentsthattheitemsontheboardcanall

4、be seen in a bedroom or are items associated with bedtime or going to sleep.Ask students what other things they have in their bedroom or what things they do when getting ready for sleep.Introduce the Book GivestudentstheircopyofGood Night.Guide them to the front and back covers and read the title.Ha

5、ve students discuss what they see on the covers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustratorsname).Introduce the Reading Strategy:Connect to prior kn

6、owledge Explaintostudentsthateffectivereadersmakeconnections between what they are reading and whattheyalreadyknow.Explainthatthisiscalledconnecting to prior knowledge.Remind students that thinking about what they already know about a topic will help them understand what they are reading.Havestudent

7、sstudytheillustrationonthefrontcover.Ask them to look carefully at the details in the picture,and ask volunteers to share their descriptions.Ask volunteers to share what the illustration makes them think of.Lesson EssentialsInstructional Focus Connect to prior knowledge to better understandatext Ide

8、ntify authors purpose Describedetailsprovidedbyillustrations inthetext Blend onset and rime Identify initial consonant Bb Capitalize sentence beginnings Identify and use the high-frequency word theMaterials Book:Good Night(copyforeachstudent)Authors purpose,capitalize sentence beginnings,high freque

9、ncy word the worksheets Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)wordappears in the lesson but not the book.High-frequency word:the WordstoKnowStory critical:blanket(n.),dream(n.),kiss(n.),Moon(n.),pillow(n.),story(n.)

10、Academicvocabulary:author(n.)*,purpose(n.)*Good Nightaaaa2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Identify authors purpose Explaintostudentsthatanauthorusuallyhasareason,orapurpose,forwritingabook.Explainto students that when reading a story,effective readers

11、ask themselves,“Why did the author write this?”Showstudentsafamiliarbookfromtheclassroom.Basedonthestory,explainwhyyouthinktheauthorwroteit(forexample,itmadeyoufeelgoodormadeyoulaugh).Giveeachstudentadifferentpieceofwriting(forexample,asectionofnewspaper,anadvertisement,a familiar story book,a nonfi

12、ction book,andsoon).Askstudentstopredictwhytheauthor may have written their piece.VocabularyHavestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Pointoutthatthesewordscan be found in the story and that understanding the meaning of each word will help them better understand what they read.Read the

13、 words aloud to students,and as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutthegirls b

14、edtime routine.Write the Focus Question 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

15、ReadingText-Dependent QuestionsAs students read the book,monitor their understanding withthefollowingquestions.Encouragestudentstosupport their answers by citing evidence from the book.What do the girl and her father do before she gets into bed?(level1)page 3 What is the last thing the girls father

16、does before he leaves the room?(level1)page 8 Whoarethecharactersinthisstory?(level2)multiple pages Do you think the girl and her father do the same thing every night at bedtime?Why or why not?(level3)multiple pagesText Features:IllustrationsExplainthatillustrationsarehelpfulwhenreadingbecausetheyhe

17、lpthereaderknowexactlywhatsomething looks like.Remind students that the pictures in a book can also“tell”more of the story and help the reader identify unknown words in the text.Havestudentsturntopage5andcoverthetext.Ask students to study the illustration on the page.Thenhavestudentsuncoverthetextan

18、dreadthesentence.Ask students:How does this illustration help you more easily read the sentence?How would reading this sentence have been more difficult without the illustration?Have students review other illustrations in the book and tell how the illustrations helped them understand the words on th

19、e page.SkillReview Modelforstudentshowtoconnecttopriorknowledge and direct them to stop at several points during reading to turn to a partner and make connectionstotheirownexperiences.Discusswithstudents how making connections to a topic helps them understand,remember,and enjoy a story.Modelandhowto

20、identifytheauthorspurpose for writing Good Night.Think-aloud:As I read the story and looked at the illustrations,Inoticedthattheauthorwasshowingme all the things the girl and her father did to get ready for bed.It was interesting to read and see the routine they had for bedtime.This made me feel hap

21、pybecauseitremindedmeofthethingsIusedtodowithmyownchildrenwhentheywerelittle.I think the author wrote this story to make readers feel happy that they do things just like the girl in the story.Introduceandexplaintheauthors purpose worksheet.Have students write or dictate why they think the author wro

22、te the story and then draw a picture to support their answer.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 contextclues.SkillReviewGraphic Organizer:AuthorspurposeReview the authors purp

23、ose worksheet that students completed.Have students share their work with a partner.Ask volunteers to share their ideas with the class.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.Answers will vary,butshouldincludespecificexamplesofhowthe

24、girl gets ready for bed.Guiding the Reading(cont.)Good Nightaaaa3 Learning AZ All rights reserved.www.readinga-Comprehension Check Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Blend onset and rime Explaintostudentsthatyouaregoingtosayaword broken in two piecesits beginn

25、ing sound and the rest of the word.Say/g/,/irl/.Then say the whole word,girl.Sayseveralmorewords,brokenintoonsetandrime,and ask students to tell you the whole word:/b/,/ook/;/b/,/ed/;/b/,ear/;and so on.Make sure each student has an opportunity to blend a segmented word.Check for understanding:Ask ea

26、ch student to say a word segmented into onset and rime,and have other students guess the whole word.Assist individuals as needed.Phonics:Initial consonant Bb Writethewordbear on the board and read it aloud with students.Have students say the/b/sound aloud.Then,run your finger under the letters in th

27、e word as students say the whole word aloud.Ask students to identify which letter represents the/b/sound in the word bear.HavestudentstaketurnswritingtheletterBb on the board while saying the/b/sound.Check for understanding:Write the following words that begin with the/b/sound on the board,leaving o

28、ff the initial consonant:bag,book,bat.Say each word one at a time,and have volunteers come to the board and add the initial Bb to each word.Pointtothenewwordsandhavestudentsreadthem aloud.Grammar and Mechanics:Capitalize sentence beginnings Writethefollowingsentenceontheboard:The girl has a blanket.

29、Read the sentence aloud with students.Invite a volunteer to come to the board and circle the first letter in the sentence.Ask students to discuss with a partner what is different about this letter.Explainthatallsentencesbeginwithacapital,or uppercase,letter.Remind students that an uppercase letter i

30、s a signal that lets readers know that a new sentence is beginning.Askvolunteerstomakestatementsaboutgoingto bed.Write each sentence on the board,making sure the first letter is lowercase.Invite volunteers to come to the board and correct the first letter with an uppercase one.Check for understandin

31、g:Have students circle the capital letter at the beginning of each sentence in their book.Independent practice:Introduce,explain,andhave students complete the capitalize-sentence-beginnings worksheet.If time allows,discuss their answers aloud after students finish.WordWork:High-frequency word the Wr

32、itethewordthe on the board and read it aloud withstudents.Explaintostudentsthattheywilloften see this word in books they read and they should memorize it so they can decode it right away.Spellthewordaloudwhilestudentswriteeachletter in the air.Write the following sentence on the board:The girl goes

33、to bed.Read it aloud with students and discuss the purpose of the word the.Havestudentspracticewritingthe in many ways,such as shaving cream spread on their desks,magnetic letters and cookie sheets,or with stamps and ink pads.Check for understanding:Have students reread the story and circle every occurrence of the word the in the story.Independent practice:Introduce,explain,andhavestudents complete the high-frequency-word-the worksheet.If time allows,discuss their answers aloud after students finish.Connections Seethebackofthebookforcross-curricularextensionideas.Guiding the Reading(cont.)