原版英语RAZ 教案raz_laa68_thesebirds_lblp.pdf

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1、These Birdsaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:How are birds the same and different?Book SummaryText Type:Nonfiction/ConceptThese Birds combines simple text and colorful photographs to introduce readers to all kinds of birds.The book can also be used to teach students t

2、o compare and contrast and to classify information.Guiding the ReadingBefore ReadingBuild Background Writethewordbirds on the board and read italoud.Havestudentsreaditaloudwithyou.Havestudentsdiscusswhattheyknowaboutbirdsandwhichbirdistheirfavorite.Askguidingquestionstoconnecttheirpriorknowledge,suc

3、h as What do all birds have?Introduce the Book GivestudentstheircopyofThese Birds.Guide them to the front and back covers and read the title.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage

4、.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Connect to prior knowledgeExplain to students that engaged readers make connectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindthemthatthinkingaboutwhattheyalreadyknowaboutbirdswillhelpthemunderstan

5、dastheyreadThese Birds.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatmostbookshaveabig,ormain,idea,whichiswhatthebookismostlyabout.Readthetitletostudents.Explainthatthetitleof a book often provides clues about the main idea.Invitestudentstosharetheirpredictionsabout th

6、e main idea.VocabularyHavestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Pointoutthatthesewordscanbefound in the story and that understanding the meaning ofeachwordwillhelpthembetterunderstandwhattheyread.Readthewordsaloudtothestudentsandasagroup,discussthemeaningofeachword.Onthebasisofthedefin

7、itionsdiscussed,havestudentsworkingroupstoillustrateeachvocabularywordonaposter.Havestudentssharetheirposterswiththeclass.Lesson EssentialsInstructional Focus Connecttopriorknowledge Identifymainideaanddetails Describeinformationprovided by photographs DiscriminateinitialconsonantBb Identifyinitialc

8、onsonantBb Recognizeandusenouns Recognizeandunderstandtheuseofsuffix-sMaterials BookThese Birds(copyforeachstudent)Mainideaanddetails,initialconsonantBb,nounsworksheets RetellingrubricVocabularyBoldfacevocabularywordsalsoappear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency w

9、ords:these WordstoKnowStory critical:birds(n.),crows(n.),doves(n.),eagles(n.),geese(n.),hawks(n.)owls(n.),turkeys(n.)These Birdsaaaa2 Learning AZ All rights reserved.www.readinga-Set the Purpose Havestudentsreadtofindoutmoreaboutbirds.WritetheFocusQuestionontheboard.Invitestudents to look for eviden

10、ce in the book to supporttheiranswer.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encourages

11、tudentstosupporttheiranswersbycitingevidencefromthebook.What can hawks do?(level1)page 4 How are eagles and geese alike?(level2)pages 7 and 8 What are the different places that birds live?(level3)multiple pagesText Features:PhotographsExplainthatphotographsarehelpfulwhenreadingbecause they give the

12、reader important information.Havestudentsreviewthephotographsthroughoutthebookanddiscusshowthephotographsinthebook give them information about the various birds.Havestudentstellwhatotherphotographscouldhavebeenaddedtothebook.Askstudents:What colors are the birds?What are the birds doing?How are the

13、birds alike or different?Skill Review Guidestudentstoanunderstandingthatthere are many types of birds is the main idea since the story isallaboutthissubject.Writethere are many types of birds on the board.Modelidentifyingdetailsthatsupportthemainidea of the story.Think-aloud:I know the main idea of

14、this story:there are many types of birds.On the cover,I see flamingos.On the title page,I see ducks in the water.I know that these birds are different colors and different shapes,but they are both types of birds.I will continue to look for more types of birds as I read.Modelanddiscusshowtocompleteth

15、emain-idea-and-detailsworksheet.Writethewordduck on theboard.Havestudentswritethewordanddrawapicturethatrepresentsthewordduck in one of thespacesontheirworksheet.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandc

16、ontext clues.Skill Review Graphic Organizer:Main idea and detailsReviewthemain-idea-and-detailsworksheetthatstudentsstarted.Askthemtofillintheremainingspacesontheworksheetwithotherdetailsfrom thebook.Assistthem,asneeded,withlabeling their pictures.Response to Focus QuestionHave students cite specifi

17、c evidence from the story toanswertheFocusQuestion.(Studentsshouldincludethatallbirdshavefeathers,havewings,andsoon,buttheycanbedifferentshapes,sizes,andcolorsandliveindifferentplaces.)Comprehension Check RetellingrubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant Bb

18、 Saythewordbirdaloudtostudents,emphasizingtheinitial/b/sound.Havestudentssaythewordaloud and then the/b/sound.Havestudentspracticesayingthe/b/soundto apartner,andthenbrainstormtoproducealistofwordsthatbeginwiththe/b/sound.Invitevolunteerstoshareawordwiththerestoftheclass,andhaveotherstudentsgiveathu

19、mbs-upsignaliftheyagreethatthewordbeginswith the/b/sound.Check for understanding:Saythefollowingwordsoneat a time and have students give a thumbs-up signal whentheyhearawordthatbeginswiththe/b/sound:ball,crow,bill,duck,bike,basket,owl,and bark.Phonics:Initial consonant Bb Writethewordbird on the boa

20、rd and read it aloudwithstudents.Havestudentssaythe/b/soundaloud.Then,runyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/b/soundinthewordbird.HavestudentstaketurnswritingtheletterBb ontheboardwhilesayingthe/b/sound.Guiding the Reading(co

21、nt.)These Birdsaaaa3 Learning AZ All rights reserved.www.readinga- Check for understanding:Writethefollowingwordsthatbeginwiththe/b/soundontheboard,leavingofftheinitialconsonant:bag,bun,bat.Say each word,oneatatimeandhavevolunteerscometo the board and add the initial Bbtoeachword.Pointtothenewwordsa

22、ndhavestudentsreadthem aloud.Independent practice:Introduce,explain,andhave students complete the initial consonant Bb worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Nouns Showstudentsapictureofaperson,aplace,andathing.Askvolunteerstoidentifythepictures.Explainthatwordsthatnamepeop

23、le,places,and things are called nouns.Havestudentsturntopage3.Askthemtonametheobjectinthepicture(doves).Askifitisaperson,place,orthing.Thenreadthesentencewithstudents,pointingtothewordsasyoureadthemaloud.Askstudentstopointtotheword that names the thing in the picture.Explain thatthiswordisanoun.Chec

24、k for understanding:Have students look at the object in the picture on each page of the book.Pointtothewordsasyoureadeachpagealoudwithstudents.Havethemunderlinethenouns inthebook.Discussthewordstheyunderlined.Independent practice:Introduce,explain,andhavestudents complete the nounsworksheet.Iftimeal

25、lows,discusstheiranswers.WordWork:Suffix-s Writethewordsbirds,ducks,andowls on the board.Remindstudentsthatthesewordsarenounsbecausetheyareallthings.Invitevolunteerstocometo the board and circle the last letter in each noun.Askstudentswhatletterisattheendofeachnoun.Erasetheletter-sandreadthewordsalo

26、udwithstudents.Askthemhowthewordchanged.Addthe letter-sbacktothewordsandreadthewordsaloudagain.Havestudentsdiscusswithapartnerhoweachwordsmeaningchangeswhentheletter-s is added.Explaintostudentsthatwhenweaddoneormoreletterstotheendofaword,weareaddingasuffix.Asuffixisa letter or group of letters adde

27、d to the end of a word that changes its meaning.Pointoutthatwhenan-s is added to the end of anoun,itchangesthemeaningofthenountobemorethanone,makingitplural.Plural nouns name morethanoneperson,place,orthing.Writethefollowingwordsontheboard:bird,eagles,girls,chair,swings,toy.Asyoupointtoeachwordandre

28、aditaloud,havestudentsholduponefingertoindicatethatitissingular(justone)orallfivefingerstoindicatethatitisplural(morethanone).Check for understanding:Writeseveralmoresingularnouns on the board and have students copy them on a separate piece of paper.Have them add the suffix-stotheendofeachnounanddrawa picturetogowitheachpluralnoun.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)