原版英语RAZ 教案J67-Tornadoes.pdf

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1、TornadoesJ J1 Learning AZ All rights reserved.www.readinga-Focus Question:What are tornadoes,and why are they dangerous?Book SummaryText Type:Nonfiction/InformationalHave you ever experienced a tornado?What would you do if you were in a tornado?Tornadoes provides students a comprehensive look at thi

2、s amazing force.The book can also be used to teach students how to determine cause-and-effect relationships and the inflectional ending-ing.The book and lesson are also available for levels M and P.Guiding the ReadingBefore ReadingBuild Background Placeontheboardthephotographfrompage4 in the book.As

3、k students to work with a partner to identify all the possible causes of the harm in the picture.Discusswithstudentsthatatornadowasthecauseof the harm shown in the picture.Have students draw on a separate piece of paper a picture of a tornado.Invite volunteers to share their picture with the rest of

4、 the class.Introduce the Book GivestudentstheircopyofTornadoes.Guidethemto the front and back covers and read the title.Have students discuss what 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.Showstudentstheti

5、tlepage.Discusstheinformationon the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all

6、answers that students can justify.)Introduce the Reading Strategy:Connect to prior knowledgeExplain to students that effective readers make connections between what they already know and new information they read,which is called connecting to prior knowledge.Remindthemthatthinkingaboutwhat they alre

7、ady know about the topic of a book will helpthembetterunderstandwhattheyread.Readthetitle of this book and ask students to look at the front and back covers.Invite volunteers to share what they already know about the topic of this book,on the basis of the title and cover pictures.Lesson EssentialsIn

8、structional Focus Connect to prior knowledge to understand text Determinecause-and-effectrelationships Describeinformationprovidedbygraphics Discriminateinitialconsonantth-blend Identify initial consonant th-blend Identify Inflectional ending-ing Identify and use prepositionsMaterials Book:Tornadoes

9、(copy for each student)Cause and effect,inflectional ending-ing,prepositions worksheets Discussioncards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:always,if,under WordstoKnowStory critical:EF S

10、cale(n.),funnel(n.),moist(adj.),strike(v.),supercells(n.),tornadoes(n.)Academicvocabulary:cause(v.),important(adj.),measure(v.)TornadoesJ J2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Cause and effect Discusscause-and-effectrelationships.Explainthata cause is an a

11、ction or event that makes something happen,and the effect is what happens because of,or as a result of,the action or event.Explaintostudentsthattherecanbemorethanone effect from a cause.Copy the first two boxes of the cause-and-effect worksheet on the board,and write Fell off a Bike in the Cause box

12、 and Broken Arm in the top Effect box.Ask students what else can happen when you fall off a bike.Recordresponses.Explaintostudentsthattheywillbelookingforcause-and-effect relationships as they read the book.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwith

13、students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in g

14、roups to create posters for these words.Have them 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 Havestudentsreadtofindoutmoreabouttornadoes.Write the Focus Question on the board

15、.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the

16、book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is the range in size of tornadoes?(level 1)page4 How would you compare supercells and tornadoes?How would you contrast them?(level 2)pages 5 and 6 What conc

17、lusion can you draw about measuring tornadoes?(level3)page 8 How many tornadoes strike Tornado Alley each year?(level 1)page 10 What would happen if the NWS didnt warn people about tornadoes?(level3)page 11 How is staying inside related to tornado safety?(level3)page 12Text Features:GraphicsExplain

18、that graphics,including charts,graphs,and cutaways,are used to help the reader understand the information in the book.Have students work with a partner to review the chart on page 8.Ask students:How does the chart support the main idea of this section?How is the information organized on the chart?Ho

19、w do wind gusts affect the EF Rating?Have students review other graphics in the book and discuss in groups which cause-and-effect relationships they support.Invite volunteers to share their thoughts with the rest of the class.SkillReview Modelforstudentshowyoumakeconnectionstoprior knowledge.Invite

20、volunteers to share their prior knowledge with the class.Havestudentsworkingroupstoperiodicallyreviewthe cause-and-effect relationships in the book.Have groups discuss these relationships and how they affect outcomes in the book.Modelevaluatingdetailstounderstandcause-and-effect relationships in the

21、 book.Think-aloud:The book is providing me with information about the cause-and-effect relationships of tornadoes.I read on pages 5 and 6 that supercells create tornadoes.This causes air to spin that may touch the ground.This is one of many cause-and-effect relationships I read about in the book.Mod

22、elhowtocompletethecause-and-effectworksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine the cause-and-effect relationships in the book.After ReadingAsk students what words,if any,they marked in their book.Use this o

23、pportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Cause and effectReviewthecause-and-effectworksheetthatstudentscompleted.Have students share their work in groups.Invite volunteers to share with the rest of the class the relati

24、onships they chose.Point out that sometimes one effect leads to another and so on.Ask students why it is important to understand cause-and-effect relationships when considering tornadoes.Guiding the Reading(cont.)TornadoesJ J3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscu

25、ssioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasonsshouldincludecharacteristic

26、sthatdescribetornadoesandwhytheyaredangerous.Sample:Tornadoes are caused by supercells,which occur when warm,moist air meets cold,dry air.This causes the air to spin,and it can eventually reach the ground.Tornadoes are hard to predict and can produce powerful winds that can stretch hundreds of miles

27、.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Initial consonant th-blend Saythewordtheir aloud to students,emphasizing the initial/th/sound.Have students say the word aloud and then say the/th/sound.Have students practice saying the/th/sou

28、nd to a partner.Havestudentsworkingroupstobrainstormalistofwords that begin with the/th/sound.Invite groups to share these words with the class,and have students give the thumbs-up signal if the word does begin with the/th/sound.Check for understanding:Saythefollowingwordsoneat a time,and have stude

29、nts clap their hands when they hear a word that begins with the th-blend:that,thin,tin,thirsty,tricky,tan,then,and trap.Phonics:Initial consonant th-blend Writethewordthunder on the board and read it aloud with students.Havestudentssaythe/th/soundaloud.Then,runyour finger under the letters in the wo

30、rd thunder as students say the whole word aloud.Ask students to identify which letters represent the/th/sound in the word thunder.Saythewordsthis and that aloud,emphasizing the initial sounds,and have students write the words on a separate sheet of paper.Have students comparetheirwordswithapartners.

31、Reinforcewith students the different sounds of the th-blend.Check for understanding:Write the following words on the board,leaving off the initial consonant blend:thrill,thank,thud,and three.Invite volunteers to come to the board and add the initial consonant blend.Grammar and Mechanics:Inflectional

32、 ending-ing Writethefollowingsentenceontheboard:If they put out a tornado warning,a tornado has been spotted.Circlethewordwarning.Explain to students that-ing is an example of an inflectional ending and that an inflectional ending is added to the end of a base word.Point out to students that the bas

33、e word of warning is warn.Invite a volunteer to underline the base word of warning.Createtwocolumnsontheboard.Labelthecolumns Base Word and-ing.Model adding the inflectional ending-ing to the following words:tower,strike,dance,stay,find.Point out to students that with words that end with a silent e,

34、such as strike and dance,they must first drop the silent e and then add the inflectional ending-ing.Check for understanding:Have students turn to page 14andlocatethewordbuilding.Have students write the base word of building in the margin of the space.Independent practice:Introduce,explain,and have s

35、tudents complete the inflectional ending-ing worksheet.If time allows,discuss their answers.WordWork:Prepositions Revieworexplainthatpositionwords,calledprepositions,are used to tell somethings position.Forexample,explainthatthesentenceonpage13tells that you should go under a desk or table in a torn

36、ado.Ask students which word explains where you should go(under).Explain that under is a preposition.Havestudentsturntopage7.Askthemwhereairkeeps spinning(inside the thundercloud).Discussthat the phrase inside the thundercloud describes where air keeps spinning.Have students name the preposition(insi

37、de).Check for understanding:Write the prepositions after,before,down,and up on the board.Have students take turns using the words in sentences to describe where things are.Independent practice:Introduce,explain,and have students complete the prepositions worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)