原版英语RAZ 教案raz_laa57_one_lp.pdf

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1、OneLesson PlanLEVELaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:16Book SummaryIn One,students use illustrations to identify different objects found in a bedroom.The simple repetitive phrases provide information about the numbe

2、r one with supportive pictures and the use of the high-frequency word one.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandtext Identifymainideaanddetails Discriminateinitialconsonant/b/sound IdentifyinitialconsonantBb Recognizeandusenoun

3、s Recognizeandusehigh-frequencywordoneMaterialsGreentext indicates resources are available on the website.BookOne(copy for each student)Chalkboardordry-eraseboard Sheetsofpaper Picturesofaperson,aplace,andathing Main idea and details,initial consonant Bb,nounsworksheetsIndicatesanopportunityforstude

4、ntstomarkinthebook.(Allactivitiesmay bedemonstratedbyprojectingthebookonaninteractivewhiteboardorcompleted withpaperandpencilifthebooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:one Content words:Story critical:bed(n.),blan

5、ket(n.),book(n.),desk(n.),one(adj.),pillow(n.),rug(n.),toy(n.),window(n.)Before ReadingBuild Background Writethewordbedroom on the board and read it aloud.Have students read it aloud with you.Askstudentswhethertheyhaveabedroom,andiftheydo,whatisinit.Havestudentsclosetheireyesandmakeapictureintheirmi

6、ndoftheirbedroom.Discussthetypesofobjectsthatmight be found in a bedroom.OneLesson Plan(continued)LEVELaaaa2 Learning AZ All rights reserved.www.readinga- Havestudentsdrawapictureoftheirbedroom.Collecttheirpicturesanddisplaythemon the board.Book WalkIntroduce the Book Givestudentstheircopyofthebook.

7、Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what typeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Int

8、roduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatengagedreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Makingtheseconnectionstopriorknowledgehelpsreadersunderstand and enjoy what they are reading.Modelconnectingtopriorknowledgeusingthecover.Think

9、-aloud:On the cover,I see a stuffed toy bear.It makes me think about my bedroom.I think about the knowledge I already have about where I can find toys.I know that my bedroom has many other objects in it.Remindstudentsofthepicturestheydrewearlierinthelesson.Pointoutthatthisistheirpriorknowledgeaboutb

10、edroomssinceitrepresentsinformationtheyalreadyknowaboutthetopic.Havestudentssharewithapartnerhowtheycanconnecttopriorknowledge,usingthetitle,thepictures on the cover,and the pictures they drew of their bedroom.Invite students to share their connections with the rest of the group.Asstudentsread,encou

11、ragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and detailsExplaintostudentsthatmoststorieshaveamainidea,whichisabigidea,ortopic,thatthestoryismostlyabout.Storiesalsohavedetails,orextrainformationanddescriptions

12、,thatsupportthemain idea.Showstudentsthetitleandeachpageinthestory.Pointoutthatthetitleandpicturesoftenprovide clues about the main idea of the story.Have students share with a partner their guess about what the main idea for this story is,on the basis of the title and pictures inside the story.Disc

13、ussstudentpredictionsandguidethemtotheconsensusthatthemainideaofthisstoryismany objects are found in a bedroom.Writethefollowingsentenceontheboard:Many objects are found in a bedroom.Pointtoeachwordasyoureadthesentencealoudwithstudents.Modelidentifyingthemainideaanddetails.Think-aloud:The main idea

14、of this story is many objects are found in a bedroom.I know the story will have details that help explain the main idea.Details are descriptions that help readers understand the main idea of the story.On the title page,I see a toy bear.I know a toy is something that can be found in a bedroom.Since t

15、his helps explain the main idea of the story,I know a toy might be a detail in the story.ReviewtheitemsthatstudentslistedintheBuildBackgroundsectionofthelesson.Discusswhether any of these items might be details in the story.Introduce the VocabularyWhilepreviewingthebook,reinforcethevocabularywordsst

16、udentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:It looks as though a bed can be found in a bedroom.OneLesson Plan(continued)LEVELaaaa3 Learning AZ All rights reserved.www.readinga- Remindstudentsthattheycanhelpthemselveswhentheycometoatrickywordbylooking atthefirstletterin

17、thewordandthencheckingthepictureonthepagetoseewhatmightstartwiththesamesoundandwhatmightmakesenseinthestory.Forexample,onpage4,pointto the letter Pp in pillow.Say:I am going to help myself by looking at the picture and thinking about what object I see in the picture that starts with/p/(makethe/p/sou

18、nd).Invite students to identify the word(pillow).Usethewordinthesentenceandaskstudentsiftheword pillow makessense.Set the Purpose Havestudentsreadtofindoutmoreaboutabedroom.Remindthemtothinkaboutwhattheyalreadyknowaboutbedroomsandtoidentifydetailsthatsupportthemainideaofthestory.During ReadingStuden

19、t Reading Guide the reading:Havestudentsreadfrompage3totheendofpage6.Encouragethose whofinishearlytogobackandreread.Modelmakingconnectionstopriorknowledge.Think-aloud:On page 3,I see one bed.When I saw this page,I remembered my bed in my bedroom.I use my bed to sleep in at naptime and bedtime.Connec

20、ting to prior knowledge helped me remember what I was reading and enjoy the story more because I could relate to it.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewastheyread.Reviewthemainideaofthestory:many objects are found in a bedroom.Askstudentstoexplainwhether a bed is a detail tha

21、t supports the main idea of the story and why.(Yes,a bed is found in a bedroom.)Introduceandexplainthemain-idea-and-detailsworksheet.Writethewordbed on the board.Have students write the word bed and draw a picture that represents the word bed in one of thespacesontheirworksheet.Checkforunderstanding

22、:Have students read to the end of page 8.Encourage them to share howtheyconnectedtopriorknowledgeastheyread.(Acceptallanswersthatshowstudentsunderstandhowtoconnecttopriorknowledge.)Askstudentstothinkaboutotherdetailstheyreadthatsupportthemainidea,many objects are found in a bedroom.Havethemchooseone

23、ofthedetailstodrawontheirworksheet.Askthemtolabeltheirdrawingusingthewordfromthebook.Havestudentssharethedetailtheydrew and wrote about.Havestudentsreadtheremainderofthebook.Remindthemtousewhattheyalreadyknowabout bedrooms to help them understand new information as they read.Havestudentsmakeasmallqu

24、estionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Readi

25、ng Strategy Reinforcewithstudentshowthinkingaboutwhattheyalreadyknowaboutatopicofastoryhelpsthemunderstandandrememberwhattheyreadandkeepsthemactivelyengagedwiththetext.Think-aloud:When I read page 9,I thought about all of the different objects found in the bedroom that I read about today.The picture

26、 shows a blanket.I know that a blanket can cover you to keep you warm.Blankets come in all shapes,sizes,and textures.A blanket is a great thing to have on cold winter nights.OneLesson Plan(continued)LEVELaaaa4 Learning AZ All rights reserved.www.readinga- Askstudentstoexplainhowthinkingaboutwhatthey

27、alreadyknewhelpedthemunderstandand remember what they read.Reflect on the Comprehension Skill Discussion:Readthemainideaontheboardwithstudents.(Many objects are found in a bedroom.)Reviewthedetailsstudentsdrewontheirworksheet.Invitethemtoexplainwhyeachofthedetails matches the main idea of the story.

28、Independentpractice:Havestudentscompletetheirmain-idea-and-detailsworksheet.Iftimeallows,discuss their responses.Enduring understanding:In this story,you learned about some different types of objects found inabedroom.Whymightpeopleliketohavedifferentobjectsindifferentrooms?Build SkillsPhonological A

29、wareness:Initial consonant/b/sound Saythewordbookaloudtostudents,emphasizingtheinitial/b/sound.Havestudentssay the word aloud and then say the/b/sound.Readpages5and6aloudtostudents.Havestudentsraisetheirhandwhentheyhearawordthat begins with the/b/sound.Saythefollowingwordpairsandhavestudentsnamethew

30、ordthatbeginswiththe/b/sound:broom/flower,coffee/butter,cat/bike,shirt/brother,brown/pencil.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/b/sound:cup,bun,book,chair,band,blanket,and bird.Phonics:Initial consonant Bb Writethewordbed

31、on the board and say it aloud with students.Havestudentssaythe/b/soundaloud.Then,runyourfingerunderthelettersintheword asstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/b/sound in the word bed.HavestudentspracticewritingtheletterBb on a separate piece of paper while saying

32、 the/b/sound.Check for understanding:Writethefollowingwordsthatbeginwiththe/b/soundontheboard,leavingofftheinitialconsonant:bread,born,bark.Sayeachword,oneatatime,andhavevolunteers come to the board and add the initial Bb to each word.Independentpractice:Introduce,explain,andhavestudentscompletethei

33、nitial consonant Bb worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Showstudentsapictureofaperson,aplace,andathing.Askvolunteerstoidentifythepictures.Explainthatwordsthatnameaperson,aplace,orathingarecallednouns.Havestudentsturntopage3intheirbook.Askthemtonametheobjectinth

34、epicture.Then,readthesentencewithstudents,pointingtothewordsasyoureadthemaloud.Askstudents to point to the word that names the object,or thing,in the picture(bed).Explainthatthiswordis a noun.Havestudentsturntopage4.Readthesentencealoudwiththem(One pillow),pointing to the wordsasyoureadthemaloud.Ask

35、studentstopointtothewordthatnamestheobject,orthing,in the picture(pillow).Check for understanding:Havestudentslookattheobjectinthepictureoneachpageofthestory.Pointtothewordsasyoureadeachpagealoudwithstudents.Havethemunderlinethenouns inthebook.Discusseachwordtheyunderlined.OneLesson Plan(continued)L

36、EVELaaaa5 Learning AZ All rights reserved.www.readinga- Independentpractice:Introduce,explain,andhavestudentscompletethenounsworksheet.If time allows,discuss their responses.Word Work:High-frequency word one Explaintostudentsthattheyaregoingtolearnawordthattheywilloftenseeinbookstheyread.Writethewor

37、done on the board and read the word aloud.Have students read the word with you.Askstudentstowritethewordone onthetopoftheirdeskwiththeirfingerasyouspellitaloudwith them.Readthefirstsentenceonpage3aloudtostudents.Pointtothewordone.Explainthattheword one isoftenusedtoexplainhowmanyobjectssomeoneistalk

38、ingabout.Havestudentsuse the word one in oral sentences with a partner.Check for understanding:Have students reread the story and circle every occurrence of the word one in the story.Build FluencyIndependentReading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpar

39、tsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemdiscusstheconnectionstheymadetothebookwithsomeoneathome.Extend the ReadingConcept Writing and Art ConnectionHavestudentsclosetheireyesandmakeapictureoftheirbedroomintheirmind

40、again.Brainstormwith students to produce a list of items they might see in their bedroom.Have students draw one ofeachitem.Askstudentstolabeleachpictureusingthefollowingformat:One _.Havestudentsfillineachblankwiththekeywordthatdescribesthepicture.Collectthepicturesfrom students and display them in t

41、he classroom.Visit WritingAZ.com for a lesson and leveled materials on concept writing.Social Studies ConnectionHavestudentstakepaperandapencilhometorecordtheobjectstheyseeintheirbedroom.Whentheyreturntoclass,havestudentssharetheobjectstheyrecorded.Makealistontheboardoftheobjectsstudentsnameandhavea

42、discussionsurroundingthem.Discusshowtheyarealikeanddifferent from the objects in the story and why this might be the case.AssessmentMonitor students to determine if they can:consistentlyconnecttopriorknowledgetounderstandtext accuratelyidentifydetailsthatsupportthemainideaduringdiscussionandonaworks

43、heet accuratelydiscriminateinitialconsonant/b/soundduringdiscussion accuratelyidentifyandwritethelettersymbolthatrepresentsthe/b/soundduringdiscussionandonaworksheet correctlyunderstandandidentifynounsduringdiscussion,inthetext,andonaworksheet correctlyidentifyandwritethehigh-frequencywordone duringdiscussionandinthetextComprehension Check RetellingRubric