原版英语RAZ 教案raz_laa74_mygarden_lblp.pdf

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1、My Gardenaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What do you see in a garden?Book SummaryText Type:Fiction/ConceptWhat do you see in a garden?In the book My Garden,students will get to read about the important items needed to grow a vegetable garden.The detailed and colorfu

2、l illustrations and use of the high-frequency word my make this book an excellent choice for early emergent readers.Students will also have the opportunity to determine the authors purpose as well as to locate and classify nouns.Guiding the ReadingBefore ReadingBuild Background Writethewordgarden on

3、 the board and read it aloud with students.Ask students what they think about when they hear the word garden.Record their answers on the board.Havestudentsdiscusswithapartnergardenstheyhave seen.Ask students to illustrate a garden they discussed with their partner.Ask volunteers to share their drawi

4、ngs with the class.Introduce the Book GivestudentstheircopyofMy Garden.Guide them to the front and back covers and read the title.Havestudentsdiscusswhattheyseeonthecovers.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.Showstudentsthe

5、titlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:Connect to prior knowledgeExplain to students that engaged readers make connections between what they already know and the new information they read.Point out that thinking about

6、what they already know about a topic will help them understand,remember,and enjoy what they have read.Ask students to consider what they already know about gardens.Invite them to share information they know about gardens.Havestudentsturntoapartnertosharetheirpriorknowledge.Ask students why it is imp

7、ortant for readers to stop before and during reading to make connections to what they already know about a topic.Introduce the Comprehension Skill:Authors purpose Explaintostudentsthatanauthorusuallyhas a reason,or a purpose,for writing a book.Write the words inform,entertain,and persuade on the boa

8、rd.Explain to students that to inform means Lesson EssentialsInstructional Focus Connect to prior knowledge to understand text Determineauthorspurpose Describeinformationprovided by illustrations DiscriminateinitialconsonantHh Identify initial consonant Hh Recognize and classify nouns Identify and u

9、se the high-frequency word myMaterials Book:My Garden(copy for each student)Authors purpose,initial consonant Hh,nouns worksheets Discussioncards Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but

10、not the book High-frequency words:my WordstoKnowStory critical:garden(n.),hoe(n.),hose(n.),plants(n.),seeds(n.),shovel(n.)Academicvocabulary:author(adj.)*,purpose(n.)*My Gardenaaaa2 Learning AZ All rights reserved.www.readinga-to give information to someone,to entertain means to amuse someone,and to

11、 persuade means to convince someone to think or do something the same way you do.Reviewwithstudentsabooktheclasshaspreviouslyread.Havestudentsworkingroupsto determine the authors purpose,and guide studentstoaclassconsensus.Havestudentsworkwith a partner to predict the authors purpose for My Garden.V

12、ocabularyHavestudentsturntothe“WordstoKnow”boxon 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 students,and as a group,discuss the meaning of each word.On

13、 the basis of the definitions discussed,have students work in groups to illustrate each vocabulary wordonaposter.Havestudentssharetheirposterswith the class.Set the Purpose Havestudentsreadtofindoutmoreaboutthegarden.Write the Focus Question on the board.Invite students to look for evidence in the b

14、ook 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 students read the book,monitor their understanding with the foll

15、owing questions.Encourage students to support their answers by citing evidence from the book.What might you include in a list of things you can find in a garden?(level 1)multiple pages How would you classify a shovel and a hoe?(level 2)pages 3 and 5 What does the boy do before he plants the seeds?(l

16、evel 2)multiple pages What does the boy do after he plants the seeds?(level 2)multiple pages What kind of garden does the boy have?(level 3)pages 9 and 10Text Features:IllustrationsExplain that illustrations,or pictures,are helpful when reading because they provide the reader with important informat

17、ion.This helps readers visualize and understand what is going on in the story.Sometimes,pictures show readers more than whatthetextsays.Havestudentsworkwithapartner to review the pictures on pages 9 and 10.Ask students:What is the boy picking?What types of plants are growing in the garden?If you did

18、nt have the pictures,would know what types of plants are in the garden?Invite volunteers to share their answers with the class.SkillReview Modelforstudentshowtoconnecttopriorknowledge and direct them to stop at several points during reading to turn to a partner and make connections to their prior kn

19、owledge.Invite volunteers to share the connections they made fromthetexttotheirpriorknowledge.Discusswithstudents how making connections to a topic helps them to understand,remember,and enjoy a story.Modelhowtoidentifytheauthorspurposeforwriting the story.Think-aloud:As I read the story,I learned ab

20、out some of the things you can see in a garden.It was fun to take a tour of the garden,but I dont think the author wrote the story to entertain me.The author was not trying to get me to do or think anything;he was just telling me all the items I can see in a garden.I think the authors purpose for wr

21、iting the story was to inform the reader,because he included so much information.Writethefollowingphraseontheboard:to inform readers about what they can see in a garden.Ask students to name details about how the author informed them of things they can find in a garden.Record their responses on the b

22、oard.Introduceandexplaintheauthors purpose worksheet.Havestudentscircletheauthorspurpose and then pick a detail that supports their answer.Havethemdrawandlabelthedetailinthebox provided.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can r

23、ead these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Authors purposeReview the authors purpose worksheet that students completed.Havestudentssharetheirworkwithapartner.Ask volunteers to share their ideas with the class.List all ideas on the board.Response to Focus

24、 QuestionHavestudentscitespecificevidencefromthebooktoanswer the Focus Question.(Students should include that there are many things that can be found in a garden,such as a shovel and a hoe,dirt,rows,seeds,a hose,and plants.)Guiding the Reading(cont.)My Gardenaaaa3 Learning AZ All rights reserved.www

25、.readinga-Comprehension Check Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant Hh Saythewordhose aloud to students,emphasizing theinitial/h/sound.Havestudentssaythewordaloud and then say the/h/sound.Havestudentspracticesayingthe/h/soundtoapartner.Say the

26、following words aloud:horse,corn,house,garden,hen,hat,flower,and hot.Havestudents clap every time they hear a word that begins with the/h/sound.Check for understanding:Say the following phonemes one at a time and have students add the/h/sound to the beginning of each to create a word:at,op,ot,en,and

27、 it.Havestudentscalloutthewordandthen repeat it after them.Phonics:Initial consonant Hh Writethewordhose on the board and read it aloud with students.Havestudentssaythe/h/soundaloud.Then,runyour finger under the letters in the word hose as students say the whole word aloud.Ask students to identify w

28、hich letter represents the/h/sound in the word hose.HavestudentspracticewritingtheletterHh with their finger on their desk or in the air while saying the/h/sound.Check for understanding:Write the following words that begin with the/h/sound on the board:hand,hoe,hair,harvest,happy,and heart.Say each

29、word,one at a time and invite volunteers to come to the board and circle the initial Hh in each word while other students trace the Hh in the air.Independent practice:Introduce,explain,and have students complete the initial consonant Hh worksheet.If time allows,discuss their answers.Grammar and Mech

30、anics:Nouns Showstudentspicturesofaperson,aplace,and a thing.Ask volunteers to identify the pictures and tell which one is a person,which one is a place,and which one is a thing.Explain that words that name people,places,and things are called nouns.Havestudentsturntopage3intheirbook.Invitestudents t

31、o point to the word that names a thing(shovel).Check for understanding:Havestudentsrereadthebook with a partner and circle all the nouns.When they are finished,discuss with students whether each noun they underlined names a person,a place,or a thing.Independent practice:Introduce,explain,and have st

32、udents complete the nouns worksheet.If time allows,discuss their answers.WordWork:High-frequency word myWrite the word my 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 awa

33、y.Spellthewordaloudwhilestudentswriteeachletter on their desk.Writethefollowingsentenceontheboard:My garden is small.Read it aloud with students and discuss with them the meaning of the word my.Havestudentspracticespellingmy in the air or on their palm.Check for understanding:Havestudentsworkinpairsto create oral sentences using the word my.Call on students to share a sentence with the rest of the class,and ask other students to give a thumbs-up signal if they used the word my correctly.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)