原版英语RAZ 教案raz_laa04_gogogo_lp.pdf

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1、 Learning AZ,Inc.All rights reserved.www.readinga-Go,Go,GoLesson PlanLeveLaaaa1About the Book Text Type:Fiction/Fantasy Page Count:10 Word Count:24 Book SummaryReaders can follow the animals as they Go,Go,Go in the back of a speeding pickup truck.each successive page shows additional animals jumping

2、 into the truck.eventually,the truck becomes so jam-packed with animals,the reader may wonder how it can go at all!About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstounderstandtext Identifyrealityandf

3、antasy Discriminateinitialsound/d/AssociatetheletterDd with the sound/d/Recognizeactionwords(verbs)CategorizewordsMaterialsGreentext indicates resources available on the website BookGo,Go,Go(copyforeachstudent)Chalkboardordryeraseboard Wordjournal(optional)Reality and fantasy,initial consonant Dd wo

4、rksheets Indicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedby projecting the book on interactive whiteboard or completed with paper and pencil if books arereused.)Vocabulary High-frequency words:go,the Content words:animals,birds,cats,cows,dogs,ducks,goats,pigs Before R

5、eading Build Background Discussthekindsofanimalsthatliveonafarm.Forstudentswhohaveneverbeentoafarm,askwhatkindsofanimalstheyhaveseenatapettingzoo.Makealistontheboardandtellstudentsthat they may see some of these animals in the book they are about to read.Book WalkIntroduce the Book Showstudentsthefr

6、ontandbackcoversofthebookandreadthetitlewiththem.Askwhattheymight read about in a book called Go,Go,Go.(Acceptanyanswersstudentscanjustify).Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Go,Go,GoLesson Plan(continued)LeveLaaaa Learning AZ,Inc.All ri

7、ghts reserved.www.readinga-2Introduce the Reading Strategy:Make,revise,and confirm predictions Explainthatgoodreadersmakepredictions,orguesses,aboutwhatwillhappeninastory.Explainthatmakingpredictionscanhelppeoplemakedecisions,solveproblems,andlearnnewinformation.Emphasizethatmakingpredictionsismorei

8、mportantthanwhetherthepredictionisright,orconfirmed.Modelmakingapredictionusingthecoverinformation.Think-aloud:The title of this book is Go,Go,Go.On the front cover I see a pickup truck.On the back cover I see a happy dog in the truck and another dog jumping in.I think a whole bunch of dogs will jum

9、p into the truck.I wonder where theyre going.Maybe they are going to a dog show.Or maybe theyre going to school.Wouldnt that be funny?Showstudentsthetitlepageandhavethemmakeapredictionaboutwherethedogswillgo.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy prese

10、nted in this section.Introduce the Vocabulary Reinforcenewvocabularyandword-attackstrategiesbypointingtosomethinginthepicture,suchasthegoats.Askstudentswhatsoundtheyhearatthebeginningofthewordgoats.Askwhatsoundtheyhearattheendoftheword.Havestudentsfindthewordgoats on the page and tell you how they k

11、now the word is goats.Repeat with other vocabulary words if necessary.Remindstudentstolookatthebeginningandendingsounds,andotherpartsthattheyrecognize,tohelpthemsoundoutwords.Theyshouldalsocheckwhetherawordmakessenseby looking at the picture or rereading the sentence.Set the Purpose Havestudentsread

12、thebooktoconfirmtheirpredictionaboutwherethedogsgo.During Reading Student Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordon page 3.Read the word together(The).Point out where to begin reading on each page.Remind students to read words from left to right.Poi

13、nt to each word as you read it aloud while students follow along in their own book.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemreadtotheendofpage6,usingtheirfingertopointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Whentheyhavefinished,ask

14、themiftheycanconfirmthepredictiontheymadeaboutwherethe dogs will go.Think-aloud:It looks as though my prediction about there being lots of dogs wasnt correct,and we are still not sure where the animals are going.Thats okay,though.It helps me get more involved with what Im reading if I make predictio

15、ns,even if they arent always right.I will revise my prediction.I think all kinds of animals jump into the truck.Havestudentsreadtheremainderofthebooktochecktheirprediction.Have students make a small question mark in their book beside any word they do not understandorcannotpronounce.Thesecanbeaddress

16、edinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Go,Go,GoLesson Plan(continued)LeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-3Reflect on the Reading Strateg

17、y Askstudentsiftheyfoundoutwheretheanimalsweregoing.Reinforcethatmakingpredictionsaboutwhattheywillfindinabookhelpsthemunderstandthestory.(Makingpredictionscreatesinterestinthetopicandmotivatesthereadertokeepreading.)Think-aloud:Making predictions helped me become more interested in reading the book

18、.I wanted to keep reading to check if my predictions about the pictures were correct.Teach the Comprehension Skill:Reality and fantasy Discussion:Discusswithstudentstheconceptofrealityandfantasybyusingfamiliarexamples.Introduce and model:Modelhowtodeterminewhatisrealandwhatisfantasy.Think-aloud:I kn

19、ow that a car can go on the street.This is something that we see every day.We know that this is real.But can a car fly?I have never seen a car fly.This is not real;it is fantasy,or make-believe.We could make up a funny story about a flying car,but we know that it wouldnt be a real story.It would be

20、a make-believe story.Sometimes a story has things that are real and things that are make-believe.Check for understanding:Askstudentstoidentifythethingstheauthorshowedthatwerereal(truck,dogs,pigs,birds,cats,goats,cows,ducks).Askstudentstoexplainwhatisnotrealinthestory(notthatmanyanimalscouldpileintoa

21、truck).Namesomethingsandhavestudentstellyouwhethertheyarerealormake-believe.Forexample:acarthatflies,abusonastreet,atalking dog,an umbrella,an umbrella that takes you to the stars.Have students suggest other real and make-believe things.Independent practice:Introduce,explain,andhavestudentscompletet

22、hereality-and-fantasy worksheet.Discusstheirresponses.Extend the discussion:Instructstudentstousethelastpageoftheirbooktodrawapictureofone of the animals that got in the truck.Have them dictate a sentence to go with their picture.Build Skills Phonological Awareness:Discriminate initial consonant/d/S

23、aythe/d/soundandaskstudentstorepeatit.Readthefollowingrhymetostudents.Askthemtolistenforthe/d/sound.Repeatitseveraltimes,emphasizingtheinitial/d/.Darla the duck likes to dance,dance,dance,wearing diamonds and doodads and duck-feathered pants.Readthelinesagainandaskstudentsto“quack”everytimetheyheara

24、wordthatbeginswiththe/d/sound.Phonics:Initial consonant Dd WritethecapitalandlowercaseletterDdontheboard.Askstudentstonametheletterandtellwhat sound this letter stands for.Have students say/d/.Writetheworddigontheboard.Modelhowtosounditoutbyrunningyourfingerunderthelettersasyousaythesounds:/d/i/g/.H

25、avestudentsreadthewordwithyou.Askavolunteertocome up and circle the letter that stands for the/d/sound in dig.Askstudentstofindawordonpage9thatstartswith/d/(ducks).Havestudentsbrainstormwordsthatstartwith/d/whileyouwritetheminalistontheboard.Askavolunteertocomeupandcircletheletterthatstandsforthe/d/

26、soundinoneofthewordson the list.Repeat until all the letters are circled.Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant Dd worksheet.Goovertheexampleprovidedandinstructstudentstocompletetheworksheet.Whentheyhavecompleted,discusstheiranswers.Go,Go,GoLesson Plan(con

27、tinued)LeveLaaaa Learning AZ,Inc.All rights reserved.www.readinga-4Grammar and Mechanics:Action words(verbs)Tellstudentsthatsomewordsdescribeactions.Thatmeanstheytellthingspeopledo,such as jumping or shouting.Askstudentstoactoutthefollowingwords:laugh,yawn,stretch,sit,stand,smile,clap.(Reinforcewith

28、“goodjob!”asstudentsclap.)Word Work:Categorize words Askstudentswhatthingsjumpedintothetruck.Tellstudentsthatthesethingsinthebookcanbe put together in a group called animals.Tellstudentsthatyouaregoingtoreadthemlistsofwordsandtheyaretotellyouwhatgroupthewordsbelongto.Saythefollowinglistsoneatatime:c

29、hocolate chip,oatmeal raisin,peanut butter,sugar(cookies);shark,whale,octopus,jellyfish,dolphin(animalsthatliveintheocean);teacher,class,desk,principal,librarian,pencil,book(thingsatschool).Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsr

30、eadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the Reading Writing and Art ConnectionMakeaclassbookinwhicheachstudentwritesasentenceaboutarealormake-believeplaceheorshewouldliketodraw.Tellstudentstobeginthei

31、rpagewithIm going to _.Help students addthewordorwords.Askthemtodrawapictureoftheplace.Art ConnectionProvidemagazines,constructionpaper,andscissorsforstudentstousetomakeacollageofrealormake-believe places they would like to go.Assessment Monitor students to determine if they can:makelogicalpredictio

32、nsbasedontextinformationandthenreadtoreviseand/orconfirmpredictions distinguishbetweenthingsthatarerealityorfantasyduringdiscussionandonaworksheet orallyidentifywordswiththe/d/soundduringdiscussion associatetheletterDd with the/d/sound during discussion and on a worksheet recognizeactionwordsduringdiscussion categorizewordsduringdiscussionComprehension Check Retelling Rubric