原版英语RAZ 教案raz_laa68_twelve_lblp.pdf

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1、Twelveaaaa1 Learning AZ All rights reserved.www.readinga-Focus Question:What do bakers use?Book SummaryText Type:Nonfiction/ConceptThis simple story about bakers and baking will familiarize students with the high-frequency word twelve.The supportive illustrations are colorful and interesting,and eac

2、h page has a hidden number twelve for students to find.In addition to thinking about the tools bakers use,students will also have the opportunity to learn about the main idea and details and plural nouns.Guiding the ReadingBefore ReadingBuild BackgroundAsk students whether they have ever visited a b

3、akery.Have students share their experiences with a partner.Have volunteers share with the rest of the class.Discusswithstudentswhattheyknowabout bakers and baking.Point out that some items in a bakery are sold by the dozen.Explain that a dozen is twelve of something.Have students draw on a separate

4、piece of paper a picture of twelve items they might find in a bakery.Invite volunteers to share their picture with the rest of the class.Introduce the Book GivestudentstheircopyofTwelve.Guidethemto the front and back covers and read the title.Have students discuss what they see on the covers.Encoura

5、ge them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:Connect to prior knowledgeExplain to students that engaged

6、 readers make connections between what they already know and new information they read.Explain that making these connections to their prior knowledge helps them to understand and enjoy what they are reading.Point out that the title and pictures in a story are the first things readers can use to make

7、 connections to a story.Have students share a connection they made with the title or cover picture with a partner.Invite volunteers to share their connections with the rest of the class.Discusshowtheirconnectionsaredifferentandwhy.Introduce the Comprehension Skill:Main idea and details Explaintostud

8、entsthatmoststorieshaveamain idea,which is what the story is mostly about.Explain to students that the supporting details are the information that describes the main idea and Lesson EssentialsInstructional Focus Connect to prior knowledge Determinemainideaanddetails Describeinformationprovidedbyillu

9、strations DiscriminateinitialconsonantHh Identify initial consonant Hh Recognize and use plural nouns Recognize and use the suffix-sMaterials Book:Twelve(copy for each student)Main idea and details,initial consonant Hh,plural nouns worksheets Retelling rubricVocabularyBoldface vocabulary words also

10、appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:twelve WordstoKnowStory critical:aprons(n.),bowls(n.),cookies(n.),cups(n.),hats(n.),pans(n.),plates(n.),spoons(n.),twelve(n.)Academicvocabulary:knowledge(n.)*,prior(adj.)*Twelveaaaa2 Learning AZ All rights reserved.w

11、ww.readinga-that these supporting details make the main idea clear to the reader.Discussthecoverpicturesandtitlepagewithstudents and explain that pictures often provide clues about the storys main idea.Have students work with a partner to predict the main idea.Invite volunteers to share their predic

12、tions with the rest oftheclass.Guidetheclasstoanagreementthatthe main idea is bakers use many things.Record the main idea on the board.VocabularyHave students turn to the“Words to Know”box on the copyright page.Point out that these words can be found in the story and that understanding the meaning o

13、f each word will help them better understand what they read.Read the words aloud to students and 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 th

14、e class.Set the Purpose Havestudentsreadtofindoutmoreaboutwhatbakers use.Write 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 b

15、e addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.What do bakers wear?(level 1)pages 3 and 4 What are the cups used f

16、or?(level 1)page 5 What might the bakers be making?(level 2)multiple pages What will the bakers do with the plates?(level 3)pages 9 and 10 Why did the author write this story about bakers and the number twelve?(level 3)multiple pagesText Features:IllustrationsExplain that pictures are important when

17、 reading because the author and illustrator often provide the reader with extra information about the setting or characters.Have students work with a partner to review the pictures on pages 3 and 4.Ask students:What information did you learn from these pictures?Why are these pictures important to th

18、e story?Have students review other pictures in the book and discuss in groups what picture they would add to the end of the story and why.Invite volunteers to share their thoughts with the rest of the class.SkillReview Modelforstudentshowyoumakeconnectionsasyou read,and direct them to stop at severa

19、l points during reading to share their connections with a partner.Invite volunteers to share their connections withthewholeclass.Discusswithstudentsthatconnections may be different but must be related to the story.Havestudentsworkingroupstoperiodicallyreviewthe main idea of the story and discuss the

20、 details they have read.Have groups share the details they have found with the rest of the class.Record the details on the board.Model identifying details that support the main idea.Think-aloud:Earlier we determined the main idea of the story is bakers use many things.As I read the story,I learned d

21、etails about the things bakers use:the aprons,the hats,the cups,the bowls,and so on.This helped me understand and remember all the tools bakers use to make yummy snacks.These things are all details that support the main idea.Modelhowtocompletethemain-idea-and-details worksheet.Have students record t

22、he main idea on the worksheet.Then have students discuss a detail with a partner and determine whether it supports the main idea.Have a volunteer share one detail with the rest of the class.Model how to place the detail on the worksheet with words and pictures.After ReadingAsk students what words,if

23、 any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Main idea and detailsReview the main-idea-and-details worksheet that students completed.Have students share their work in groups.Invite

24、volunteers to share the details they chose with the rest of the class.Have students justify why each detail supports the main idea.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasons should include a list of the items b

25、akers use.Sample:Bakers use aprons,hats,cups,bowls,spoons,pans,and plates to make cookies.)Comprehension Check Retelling rubricGuiding the Reading(cont.)Twelveaaaa3 Learning AZ All rights reserved.www.readinga-Book Extension ActivitiesBuild SkillsPhonologicalAwareness:Initial consonant Hh Saytheword

26、hat aloud to students,emphasizing the initial/h/sound.Have students say the word aloud and then say the/h/sound.Have students practice saying the/h/sound to a partner.Havestudentsworkwithapartnertogeneratewords that begin with the/h/sound.Have volunteers share some of their words with the whole clas

27、s.Have students give the thumbs-up signal if they agree that the word begins with the/h/sound.Check for understanding:Saythefollowingwordsoneat a time,and have students clap their hands when they hear a word that begins with the/k/sound:hop,apron,have,bowl,heart,plate,hip,and heel.Phonics:Initial co

28、nsonant Hh Writethewordhat on the board and read it aloud with students.Havestudentssaythe/h/soundaloud.Then,runyour finger under the letters in the word hat as students say the whole word aloud.Ask students to identify which letter represents the/h/sound in the word hat.Havestudentspracticeformingt

29、heletterHh on a separate piece of paper while saying the/h/sound.Check for understanding:Write the following words on the board,leaving off the initial consonant:hot,had,him,and her.Invite a volunteer to come to the board and add the initial consonant.Have partners take turns reading the words to ea

30、ch other.Independent practice:Introduce,explain,and have students complete the initial consonant Hh worksheet.If time allows,discuss their answers.Grammar and Mechanics:Plural nouns Writethewordhat on the board,and ask students to draw a picture of a hat on their desk with their finger.Review with s

31、tudents that nouns are words that name people,places,and things.Havestudentsturntopage4andcountthehatsinthe picture.Ask students to point to the noun that names more than one thing.Point out that adding the letter Ss to the end of a noun changes it to its plural form.Explain to students that plural

32、nouns are words that name more than one person,place,or thing.Check for understanding:Have students look through the book to locate plural nouns.Ask them to share with a partner five nouns they found and confirm that each one is plural.Independent practice:Introduce,explain,and have students complet

33、e the plural nouns worksheet.If time allows,discuss their answers.WordWork:Suffix-sWrite the words hat,pan,and cookie on the board and read them aloud with students.Invite volunteers to come to the board and add the letter Ss to the end of each noun.Read the words with students again.Have students d

34、iscuss with a partner how each words meaning changes when the letter Ss is added.Explaintostudentsthatwhenweaddoneormoreletters to the end of a word,we are adding a suffix.A suffix is a letter or group of letters added to the end of a word that change its meaning.Pointoutthatpluralnounsaremadebyaddi

35、ngthe suffix-s to the end.Explain that the letter Ss changes the meaning of the word,from a singular noun to a plural noun.Check for understanding:Write several singular nouns on the board and have students copy them on a separate piece of paper.Have them add the suffix-s to the end of each noun and draw a picture to go with each plural noun.Have students use the plural nouns in oral sentences as they share their pictures with the whole class.Connections Seethebackofthebookforcross-curricularextension ideas.