原版英语RAZ 教案K53-What Built This.pdf

《原版英语RAZ 教案K53-What Built This.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案K53-What Built This.pdf（3页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、What Built This?K K1 Learning AZ All rights reserved.www.readinga-Focus Question:What are some reasons animals build?Book SummaryText Type:Nonfiction/InformationalWhat Built This?introduces readers to the fascinating world of animal builders.Students will learn about the many reasons animals build a

2、s well as the different types of things they build.Text is supported with detailed photographs and text features to keep students engaged.This book can also be used to teach students the skills of comparing and contrasting,and identifying nouns.The book and lesson are also available for levels H and

3、 N.Guiding the ReadingBefore ReadingBuild Background Askstudentswhattheyknowaboutanimals,focusing on what animals need to survive.Invite volunteerstoshareideas.Askstudentstothinkabout how animals get those survival tools.Does nature provide them?Or do the animals need to make or build those tools?Ha

4、ve students share their ideas with a partner.Guidestudentstothinkaboutwhyanimalsbuilddifferent things.Encourage students to share their ideas with the class.Introduce the Book GivestudentstheircopyofWhat Built This?Guidethem to the front and back covers and read the title.Have students discuss what

5、they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of conte

6、nts provides an overviewofthebook.Askstudentswhattheyexpect to read about in the book,on the basis ofwhattheyseeinthetableofcontents.(Acceptall answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers ask and answer questions

7、while reading in order to better understandatext.PassouttheKWLS/ask-and-answer-questions worksheet and explain what each section on the KWLS chart stands for.Have students think about the topic and fill out the What I Know section on their worksheet.Then,have students think about what questions they

8、 have about the topic and fill out the What I Wonder section on their worksheet.Explain that students will look for the answers to these questions while reading in order to better understand the text.Lesson EssentialsInstructional Focus Askandanswerquestionstounderstandthe text Compare and contrast

9、ideas from the text Identify long vowel/a/Recognizeandusenouns Understand and use captions to clarify photographs PlacewordsinalphabeticalorderMaterials Book:What Built This?(copy for each student)KWLS/ask and answer questions,long vowel/a/,nouns worksheets Discussion cards Bookquiz RetellingrubricV

10、ocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:builders(n.),cells(n.),entrances(n.),prey(n.),protection(n.),silk(n.)Academicvocabulary:pattern(n.),protect(v.),through(prep.)What Built This?K K2 Learning AZ All rights r

11、eserved.www.readinga-Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatonewaytobetterunderstand information presented in a text is to compare and contrast.Explain that comparing tells how things are alike and contrasting tells how things are different.Choosetwoanimalsandwri

12、tethemontheboard.Invite students to share with a partner how those two animals are alike and different.Encourage students to share their ideas with the class.Astheyread,encouragestudentstothinkaboutwhat the animals build in this book and how those things are alike and different.VocabularyHave studen

13、ts turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointtotheuseofeach content word and academic-vocabulary word in the book,and then

14、 use each word in a different model sentence.Have students work in groups to create posters for these words.Have students include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestude

15、ntsreadtofindoutmoreaboutwhattypes of things animals build.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 be addressed in

16、 a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is the benefit of sociable weaver birds building their nests in trees?(level3)page

17、 6 Why do male pufferfish want to attract females?(level3)page 8 How do trapdoor spiders catch their prey?(level 1)page 9 How are prairie dogs and leafcutter ants similar?(level 2)pages 5 and 10 Why do beavers make dams before they build their homes?(level 1)page 14 What do animals use to build?(lev

18、el 2)multiple pagesText Features:CaptionsExplain that captions are helpful when reading because they clarify illustrations and photographs and provide the reader with more detailed information.Have students turn to a photograph in the book and cover the caption.Have students guess what the photograp

19、h is showing.Then,have students uncover the caption and read about the photograph.Discuss how the caption gave meaning to the photograph.Have students work with a partner and repeat with multiplephotographsfromthetext.Emphasizethatreading captions is an important part of understanding the text,and e

20、xplain that all captions should be read to give students a better understanding of the text.SkillReview Discusstheanimalsstudentshavereadaboutsofarin the book.Have students think about what these animals build.Modelcomparingandcontrasting.Think-aloud:Two animals I have read about so far in this book

21、 are prairie dogs and sociable weaver birds.Prairie dogs dig underground tunnels,and family groups stay together in“neighborhoods.”Sociable weaver birds make nests that can hold four hundred birds!These two animals are alike because they both build homes designed for many other animals to live with

22、them.These animals are different because prairie dogs live underground,and sociable weaver birds live high in trees.Havestudentschoosetwootheranimalsfromthebook and discuss what they build.Have students share with a partner how the animals are alike and how they are different.After ReadingAskstudent

23、swhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Ask and answer questionsHave students answer all of the questions from their questions from their KWLS/ask-and-answer-questions

24、 in the What I Learned section.If any questions remain unanswered,have students circle them.Have students brainstorm a list of new questions they have on the basis of the book and list them in the What I Still Wonder section.Encourage students to investigate the answers to these questions to continu

25、e learning about this topic.Guiding the Reading(cont.)What Built This?K K3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response t

26、o Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students should include that animals build for many reasons,such as protection,attracting a mate,catching prey,and getting water.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBui

27、ld SkillsPhonics:Longvowel/a/Writethewordshade on the board and read it aloud with students.Have students say the long vowel/a/sound aloud.Then,run your finger under the letters in the word as students say the whole word aloud.Askstudentstoidentifywhichlettersrepresentthelong vowel/a/sound in the wo

28、rd shade.Writethewordsad and read it aloud with students.Have students discuss with a partner the similarities anddifferencesbetweenthetwowords.Pointoutthat sad has the short vowel/a/sound while shade has the long vowel/a/sound.Havestudentsidentifywordswiththelongvowel/a/sound in the book.Check for

29、understanding:Write the following words on the board:flag,plane,plan,day,late,and tap.Say each word,one at a time.Have students work with a partner to sort the words into long vowel/a/words and short vowel/a/words.Have volunteers sharetheiranswerswiththeclass.Asktheclasstogive a thumbs-up signal if

30、the students sort the words correctly.Independent practice:Introduce,explain,and have students complete the long vowel/a/worksheet.If time allows,discuss their answers.Grammar and Mechanics:Nouns Usinganextracopyofthebook,cutoutafewpictures and display them on the board.Have students name the object

31、s in the pictures and write the names on the board.Explaintostudentsthatnouns are words that name people,places,and things.Readthelistofnameswritten on the board,and invite volunteers to come up and circle the nouns that name people,underline the nouns that name places,and draw a box around the noun

32、s that name things.Have students share any other nouns they see in the pictures.Check for understanding:Have students work with a partner to find and highlight all the nouns in the book.Call on students to share with the rest of the class a noun they found and what it names(person,place,or thing),an

33、d have other students give a thumbs-up signal if they agree.Independent practice:Introduce,explain,and have students complete the nouns worksheet.If time allows,discuss their answers.WordWork:Alphabetical order Revieworexplaintheprocessofputtingalist of words in alphabetical order.Write the words si

34、lk,cells,and prey on paper and display them on the board.Discuss how to put these words in alphabetical order,reminding students to look at the first letter in each word.Have a volunteer move the words into the correct order.Addthewordpattern to the board,and discuss whereitwouldfitalphabetically.Re

35、mindstudentsthat when two words start with the same letter,they need to look at the second letter in the word.Compare pattern and prey,and guide students to the understanding that pattern would come before prey alphabetically.Putstudentsintosmallgroups,andgiveeachgroup the following six words:and,am

36、,cant,wish,through,and two.Have students work together to put these words in alphabetical order.Invite volunteers from each group to share their answers.Check for understanding:Write the words bright,bat,clip,under,ate,and floor on the board.Have students write the words in alphabetical order on a separate sheet of paper and share their answers with a partner.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)