原版英语RAZ 教案raz_laa68_chicken_lblp.pdf

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1、The Chickenaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What are the different parts of a chicken?Book SummaryText Type:Nonfiction/InformationalHelp students begin to identify different parts of a chicken in the book The Chicken.Detailed photographs,simple sentences,and high-fre

2、quency words support emergent readers.Students will have the opportunity to identify the main idea and supporting details as well as to connect to prior knowledge.Guiding the ReadingBefore ReadingBuild Background Havestudentsstandandaskthemtoplacetheirhands on their head.Then have students place the

3、ir hands on their arms,knees,feet,and so on.Point out that we have different parts that make up our body.Invite volunteers to suggest other body parts and have students locate them.Explainthatjustlikepeople,animalshavedifferentparts that make up their bodies.Have students name the parts of a dog suc

4、h as tail,legs,nose,eyes,ears,and so on.Invite students to suggest other animals and have volunteers list the different parts of each animal.Introduce the Book GivestudentstheircopyofThe Chicken.Guidethem to the front and back covers and read the title.Have students discuss what they see on the cove

5、rs.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)and what it might be about.Show students the title page.Discuss the information onthepage(titleofbook,authorsname).Introduce the Reading Strategy:Connect to prior knowledgeExplaintostudentsthatengagedreadersmakeconnections bet

6、ween what they already know and the new information they read.Point out that thinking about what they already know about a topic will help them understand,remember,and enjoywhattheyhaveread.Askstudentstoconsiderwhat they know about chickens.Invite them to share information such as where chickens typ

7、ically live,what they look like,what they sound like,and so on.Have students turn to a partner to share their prior knowledge.Askstudentswhyitisimportantforreaders to pause before and during reading to make connections to what they already know about a topic.Lesson EssentialsInstructional Focus Conn

8、ect to prior knowledge Determine the main idea and supporting details Describe information provided by photographs Identify rhyme Identify initial consonant Ff Recognize and use periods Identify and use high-frequency word theMaterials Book:The Chicken(copyforeachstudent)Main idea and details,initia

9、l consonant Ff,periods worksheets Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency word:the WordstoKnowStory critical:beak(n.),chicken(n.),egg(n.),feathers(n.),feet(n.),legs(n.),tail(n.),wings(n.)The Chickenaaaa2 L

10、earning AZ All rights reserved.www.readinga-Introduce the Comprehension SkillMain idea and details Explaintostudentsthateverybookhasamainidea,which is what the book is mostly about.Read the title to students.Point out that the title often provides clues about the books main idea.Invite students to s

11、hare predictions about the main idea of the book.Explainthatthemainideaofthisbookisachickenhas many parts.Write the main idea on the board and read it aloud with students.Pointouttostudentsthateverystorycontainsdetails,or information,that support the main idea.Explaintostudentsthatastheyreadtheyshou

12、ldpause to think about the details in the story.VocabularyHavestudentsturntothe“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 a

13、nd as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutthedifferent parts of a chicken.Writ

14、e the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsst

15、udentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupport their answers by citing evidence from the book.How might a chicken use its beak?(level1)page 4 What parts of the chicken can you see on page 6?(level1)page 6 How are the wings and the tail of a chicken th

16、e same?How are they different?(level2)pages 6 and 7 Are eggs a part of a chicken?How do you know?(level3)page 10 How are the chickens and people the same?How are they different?(level3)multiple pagesText Features:PhotographsExplainthatphotographsarehelpfulwhenreadingbecause they provide the reader w

17、ith important information.Have students turn to page 4 and review thephotographofthechickensbeak.Askstudentsthe following questions:How does this photograph help you understand that a beak is part of a chicken?Why did the author include this photograph?How is a photograph of the chickens beak more h

18、elpful than a drawing of a beak?Have students turn to page 6 and discuss with a partner why the author included the photograph of the chicken with its wings open.Invite students to share their responses with the class.Skill Review Modelforstudentshowtoconnecttopriorknowledge and direct them to stop

19、at several points during reading to turn to a partner and make connections to their prior knowledge.Invite volunteers to share the connections they made fromthetexttotheirpriorknowledge.Discusswithstudents how making connections to a topic helps themtounderstand,remember,andenjoyastory.Reviewthemain

20、ideaofthestorywithstudents:a chicken has many parts.Haveavolunteerexplainthat the main idea is what the story is mostly about.Inviteadifferentvolunteertoexplainhowdetailssupport the main idea.Modelidentifyingthemainideaanddetails.Think-aloud:I know every book has details that help explain the main i

21、dea.I know that the main idea of this story is a chicken has many parts.As I look at each page,I see pictures of different parts of a chicken such as the feet,the beak,the wings,the feathers,and so on.Since this information helps support and explain the main idea,these objects must be details in the

22、 story.Modelhowtocompletethemain-idea-and-details worksheet.Have students identify details from the story and underline them.Then,have students discuss the details with a partner.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these word

23、s using decoding strategies and contextclues.Skill ReviewGraphic Organizer:Main idea and detailsReview the main-idea-and-details worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details they included.Guiding the Read

24、ing(cont.)The Chickenaaaa3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students should respond by naming all the different parts of a chicken including the beak,the feathers,the wings,the tail

25、,the legs,and the feet.)Comprehension Check Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:RhymeSay the words hen and pen,and have students repeat thewords.Explainthathen and pen rhyme because they have the same ending sound.Repeat the words and have students listen for

26、the ending sound.Saythewordshen and hug,and have students repeatthewords.Explaintostudentsthatthese two words do not rhyme because they have different ending sounds.Repeat the words if necessary.Check for understanding:Explaintostudentsthatyouare going to say pairs of words.If the pairs rhyme,they s

27、hould give you the thumbs-up sign.If not,they should give you a thumbs-down sign.Say the following pairs of words one at a time:pig/rig,run/rat,pan/fan,wash/wish,boy/toy.Independent practice:Have students work with a partner.Explainthatyouwillprovideawordandeach student will think of a word that rhy

28、mes with it.Students will take turns sharing a word that rhymes with their partner,who will give a thumbs-up signal if the word rhymes.Monitor students understanding as they practice with a partner.Phonics:Initial consonant Ff Writethewordfun on the board and say it aloud with students.Have students

29、 say the/f/sound aloud.Run your finger under the letters in the word as students say the whole word aloud.Askstudentstoidentifywhichletterrepresents the initial consonant/f/sound in the word fun.HavestudentspracticewritingtheletterFf on a separate piece of paper while saying the/f/sound.Check for un

30、derstanding:Write the following words on the board,leaving off the initial consonant:fat,flip,fit,fan,fib,fin.Say each word aloud,one at a time,and have volunteers come to the board and add the initial consonant Ff to each word.Independent practice:Introduce,explain,andhave students complete the ini

31、tial consonant Ff worksheet.If time allows,discuss their answers.Grammar and Mechanics:Periods Writethefollowingsentenceontheboard:We fed the chickens.Read the sentence aloud with students.Explainthateverysentencehasasignalat the end so the reader will know when to stop reading.Askavolunteertocometo

32、theboardandpoint to the signal at the end of the sentence.Explainthatthesignaliscalledaperiod.Have students say the word aloud.Point out that the period is like a stop sign because it tells the reader to stop reading at the end of the sentence and to pausebeforereadingthenextsentence.Askvolunteersto

33、shareasentenceaboutpartsofa chicken.Write each sentence on the board and omit the periods.Read the sentences aloud to students without stopping between each sentence.Discuss with students how the information can be confusing without the correct punctuation.Invite volunteers to come to the board and

34、add a period to each sentence.Reread the sentences,pausing at the period at the end of each sentence.Have studentsturntoapartnerandexplainwhytheperiods at the end of each sentence are necessary.Check for understanding:Have students locate and circle all the periods in the book.Independent practice:I

35、ntroduce,explain,andhavestudents complete the periods worksheet.If time allows,discuss their answers.WordWork:High-frequency word the Writethewordthe on the board and read it aloud withstudents.Explaintostudentsthattheywilloften see this word in books they read and they should memorize it so they ca

36、n decode it right away.Spellthewordaloudwhilestudentswriteeachletter in the air.Writethefollowingsentenceontheboard:The chicken laid an egg.Read it aloud with students and discuss with them the use of the word the.Invite students to share sentences containing the word the and record them on the boar

37、d.Have volunteers come to the board and circle the word the in each sentence.Check for understanding:Have students work in pairs to create oral sentences using the word the.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 the correctly.Independent practice:Have students circle each occurrence of the word the in the story.Invite students to share their findings with the class.Connections Seethebackofthebookforcross-curricularextensionideas.Guiding the Reading(cont.)