原版英语RAZ 教案Q11-Salmon A Link in the Food Chain.pdf

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1、1 Learning AZ,Inc.All rights reserved.www.readinga-Salmon:A Link in the Food ChainLesson PlanLeveLQ QAbout the BookText Type:Nonfiction Page Count:20 Word Count:968Book SummaryWhether or not readers have ever gone fishing,they will be“hooked”by the interesting information in Salmon:A Link in the Foo

2、d Chain.Using salmon as a way to show the interconnectedness of the food web,the author explains how a tiny salmon egg needs food and later,as an adult,becomes food.The theme throughout the book is the delicate balance of nature and the need for maintaining it.Photographs provide visuals of unfamili

3、ar concepts and vocabulary.About the LessonTargeted Reading Strategy SummarizeObjectives Summarize Sequenceinformationinnonfictiontext Identifyirregularpluralnouns RecognizeandusecontentvocabularyMaterialsGreen text indicates resources available on the website BookSalmon:A Link in the Food Chain(cop

4、y for each student)Chalkboardordryeraseboard Sequence,contentvocabularyworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content w

5、ords:alevins,brackish,estuary,fertilize,food chain,fry,interconnected,plankton,smolts,spawnBefore ReadingBuild Background Discussfish.Askstudentstotellwhatkindsoffishtheyhaveseenandwhere.Askiftheyhaveevercaughtafish.Askstudentswhattheythinkfisheat.Askstudentswhatanimals,otherthanpeople,eat fish.Prev

6、iew the BookIntroduce the Reading Strategy:Summarize Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers and offer ideas as to what kind of book this is and what it might be about.Directstudentstothetableofcontents.Remind

7、studentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttofindoutaboutsalmonineachsection.2 Learning AZ,Inc.All rights reserved.www.readinga-Salmon:A Link in the Food ChainLesson Plan(continued)LeveLQ Q Havestudentspreviewtherestofthebook,lookingatphotosandcaptions.Pointou

8、ttheboxtitled“Do You Know?”on page 13 and tell students that this provides additional information about salmon.Showstudentstheglossaryandtheindex,andexplainthepurposeofeach.Tellstudentsthatyouwantthemtosummarizethemostimportantinformationastheyread.explain that stopping to think about the important

9、information in the book and mentally putting it into their own words will help them understand and remember what they read.Modelsummarizing.Think-aloud:One way to better understand what I read is to summarize key points as I read.I can underline the words and phrases that I think are the most import

10、ant in each section.This helps me make a mental summary of the information.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words,prefi

11、xes,and suffixes or other word endings.They can use the context to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Forexample,havestudentsfindtheboldwordinterconnectedonpage6.Askstudentstoidentifythebaseword(connect)and to explain what it means(to join together).Tell stude

12、nts that adding the prefix inter-changes the wordsmeaning.Explainthattheprefixinter-means between,so the unfamiliar word means a connection between things.Have students follow along as you reword the sentence.Have students confirm the meaning by looking in the glossary.Remindstudentsthattheyshouldch

13、eckwhetherwordsmakesensebyrereadingthesentence.Set the Purpose Havestudentsmentallysummarizetheimportantinformationineachsectionastheylearnaboutthe role of salmon in the food chain.During ReadingStudent Reading Guide the reading:Have students read to the end of page 6.Tell them to look for the most

14、important ideas in the first section.Have them underline important words or phrases in the book.Iftheyfinishbeforeeveryoneelse,theyshouldgobackandreread.Whentheyhavefinishedreading,havestudentstellapartnerthemostimportantinformationin the section.Then have students list the important details while y

15、ou write them on the board.Model how to use the details to make an oral summary of the pages.Think-aloud:I can use these main points to make a summary of the information in the first section:Salmonarepartofthefoodweb.Salmoneatplanktonandinsects,andsalmonareeatenbybears,birds,andpeople.Salmonmigratef

16、romwheretheyareborntotheoceanandthenbackagaintolay their eggs.Ill pause and think about this for a couple of minutes before I read the next section.Tellstudentstoreadtheremainderofthebook,lookingforimportantinformationandmentallysummarizingwhattheyreadineachsection.Havestudentsmakeaquestionmarkinthe

17、irbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies

18、 and context clues.3 Learning AZ,Inc.All rights reserved.www.readinga-Salmon:A Link in the Food ChainLesson Plan(continued)LeveLQ QReflect on the Reading Strategy Reinforcehowmentallysummarizingtheimportantinformationtheyfoundineachsectionkeeps them actively engaged in what they are reading and help

19、s them understand and remember what they have read.Teach the Comprehension Skill:Sequence Introduce and model:Revieworexplainthatknowingtheorderinwhichtheeventshappeninastoryisimportanttounderstandingwhathappens.Askstudentstothinkofarecentstorytheyvereadinwhichtheeventshappenedinacertainorder.Ifnece

20、ssary,promptwithafamiliarstory,such as Cinderella or The Princess and the Pea.Explainthatthesequenceofinformationinthisbookisimportanttounderstandingthelifecycleof the salmon.explain that the reader can look for signal words such as today,then,first,and after,or time clues,such as dates,that can hel

21、p them understand the order of the events.Check for understanding:Tell students the first event that happens in the life of salmon and write it on the board.Have students tell the next event that occurs and add it to the board.Discussion:Askwhattheauthorspurposewasforwritingthebook.Havestudentstellt

22、wothingsthat can prevent salmon from reproducing(dirty,warm water).Have students tell how water becomespolluted.Askthemwhattheythinkwouldhappentotheotherorganismsinthefoodweb if salmon were no longer around.Independent practice:Give students the sequenceworksheet.explain that a flowchart is a way to

23、 showeventsintheorderinwhichtheyhappened.Showstudentswheretoputthefirsteventonthe chart.Have students complete the worksheet.Discuss their responses.Build Skills Grammar and Mechanics:Irregular plural nouns Revieworexplainthatasingular noun names one person,place,or thing.Askstudentstoprovide the pl

24、ural form for each of the following nouns:bear,bird,eagle.Writethenounsalmon on the board.Tell students that the plural of this noun is irregular and that it is not formed the way most plural nouns are(by adding-s,-es,or changing the y to an i and adding-es.)explain that the plural of this word is t

25、he same as the singular form.one salmon=salmon more than one salmon=salmon Writethefollowingnounsontheboard:moose,police,deer,sheep.Have students tell the plural formofeach.Reinforcethatthesearealsoirregularpluralnounsthatdonotchangeform.Tellstudents that saying the noun aloud will help them determi

26、ne if its plural form is regular or irregular.Havethemadd-stoeachwordabovetohearhowitsounds.Remindstudentsthatifthey are unsure about how to form the plural of a noun,they can look in the dictionary.Directstudentstothefirstsentenceonpage5.Readthesentencewithstudents.Askifsalmon and fisharesingularor

27、pluralinthesentence(plural).Askhowtheycantell(theverbisplural).Readthefourthsentencewithstudents.Askifsalmon in this sentence is singular or plural(singular).Askhowtheycantell(theverbissingular).Have students go through a page or section in the book to find the word salmon.Tell them to underline the

28、 word and write S if the word is singular and Pifitisplural.Monitorstudentsunderstanding.Checktheirresponses.Word Work:Content Vocabulary Explainthatnonfictiontextsusevocabularythatisimportanttothecontent.Havestudentsworkin pairs to find vocabulary that deals with the topic of salmon and the food we

29、b.Have students share the words they find.Provide opportunities for students to talk about difficult words,such as spawn and estuary.Provide opportunities for students to say the new vocabulary words,talk about their meanings,and use the words in sentences.Havestudentscompletethecontent vocabulary w

30、orksheet.4 Learning AZ,Inc.All rights reserved.www.readinga-Salmon:A Link in the Food ChainLesson Plan(continued)LeveLQ QBuild Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestuden

31、tstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionHave students work with a partner to write a story about a salmon that gets lost.Have them include information such as where the salmon takes the wrong turn,what happens while it is lost,if anyon

32、e or any animal helps it,and how or if it finds its way home.Tell students to illustrate their stories andhavethemsharewiththegroup.Bindinaclassbooktitled“FishStories”andplaceontheclassroom bookshelf.visit WritingAZ for a lesson and leveled materials on informational writing.Science and Art Connecti

33、onDivide students into six groups:eggs,alevins,fry,smolts,adults,and spawners.Provide large pieces ofbutcher-blockpaperandhaveeachgroupillustratethesalmonatthestagetheyhavebeenassigned.Have them label the stage and write a short summary.Have students determine the correct order in which the posters

34、should be displayed.Skill Review Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudents

35、chooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethestrategyofsummarizationtounderstandinformationaltext identifysequenceinnonfictiontext identifyirregularpluralnouns understandandusecontentvocabularyComprehension Checks BookQuiz RetellingRubric