原版英语RAZ 教案J61-The Other Book of World Records.pdf

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1、The Other Book of World RecordsJ J1 Learning AZ All rights reserved.www.readinga-Focus Question:How did Shorty get into“The Other Book of World Records”?Book SummaryText Type:Fiction/RealisticHave you ever wanted to set a world record?Read The Other Book of World Records to see how Shorty does just

2、that!Colorful illustrations and engaging text will keep students interested in this story.The book can also be used to teach students how to sequence events in a story as well as the proper use of contractions.The book and lesson are also available for levels M and P.Guiding the ReadingBefore Readin

3、gBuild Background Discusswithstudentsworldrecordsandhowtheyare achieved.Have students work with a partner to discuss any world records they have heard of or read about.Have students share their ideas with the class.Explaintostudentsthattheywillbecompetingtosetaclassrecordforwhocanjumpthehighest.Have

4、studentslineuptojumpashighastheycaninfrontoftheboard.Havethemmarktheirjumpswithamarkerandtheirinitialsontheboard.Invitevolunteers to point out who set the class record for jumpheight.Introduce the Book GivestudentstheircopyofThe Other Book of World Records.Guidethemtothefrontandbackcovers and read t

5、he title.Have students discuss whattheyseeonthecovers.Encouragethemtooffer ideas as to what type of book it is(genre,text type,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:RetellExplaint

6、ostudentsthatengagedreadersstopnowandthenwhiletheyarereadingtoretellintheirmindwhat has happened so far in the story.Stopping to retell the events of the story helps readers understand andrememberwhattheyarereading.Explainthatwhenretellingastoryorevent,itisimportantthatthe details are explained in o

7、rder,or sequence.Using abookthattheclasshasrecentlyreadorafamiliarstory,demonstratehowtoretellastoryinorder.Invitevolunteerstohelpyouwiththeretelling.Introduce the Comprehension Skill:Sequence eventsReview or explain that stories are generally told in aspecificorderfrombeginningtoend.Explainthatcert

8、ain words are often used to explain a sequence of events.Write the following words on the board and readthemaloudwiththeclass:first,next,and last.Lesson EssentialsInstructional Focus Retell to understand text Sequence events Describeinformationprovidedbyaglossary Discriminateconsonantdigraph/th/soun

9、d Identifyconsonantth digraph Recognize and use contractions IdentifyandusetimeandorderwordsMaterials Book:The Other Book of World Records (copy for each student)Sequenceevents,contractions,timeandorder words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words al

10、so appear inapre-madelessonforthistitleonVocabularyAZ.com.(*)word appears in the lesson but not the book High-frequency words:jump,other,said WordstoKnowStory critical:announced(v.),making(n.),maze(n.),pogo stick(n.),records(n.),wobbled(v.)Academicvocabulary:record(n.),sequence(n.)*,through(prep.)Th

11、e Other Book of World RecordsJ J2 Learning AZ All rights reserved.www.readinga- Reviewwithstudentsabooktheclasshaspreviouslyread.Have students work in groups to sequence the events of the story,using the words first,next,and last in their retelling.Have students work with a partner to predict the ev

12、ents for The Other Book of World Records on the basis of the pictures.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explainthattheglossaryprovidesdefinitionsforthevocabulary words in the book.P

13、oint out the use of eachcontentwordandacademicvocabularywordin the book,and then use each word in a different modelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeon each poster the word and its part of speech,the definition,thewordinanexamplesentence,and apictureillustr

14、atingthemeaningoftheword.Set the Purpose HavestudentsreadtofindoutmoreabouthowShorty sets a record in“The Other Book of World Records.”Write the Focus Question on the board.Invitestudentstolookforevidenceinthebook to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook

15、beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.What is“The Other

16、Book of World Records”?(level 1)page 4 Why wasnt Ben impressed with Shortys first record attempt?(level 1)page 6 How did the pogo stick affect Shortys record?(level 2)pages 7 and 8 Why did Ruby and Ben call everybody they knew?(level 1)page 10 What is the sequence of events that led to Shortys recor

17、d?(level 3)multiplepages What would have been the outcome if Ben had never interrupted Ruby and Shorty?(level 3)multiplepagesText Features:GlossaryExplainthataglossaryhelpsreadersdefinethewordsin the book.Have students work with a partner to reviewtheglossaryonpage16.Askstudents:How can you find the

18、 vocabulary words on this page in the book?What is the definition of the word maze?On which page can you find the word records?Have students review other vocabulary words in the book and discuss in groups where they would be found in thebook.Invitevolunteerstosharetheirthoughtswith the rest of the c

19、lass.Skill Review Havestudentsretellthestoryfromthebeginningto a partner.Listen to see whether they include the eventsindetailandinthecorrectorder.Encouragestudents to use transition words such as first,next,and last when retelling the story.Modelsequencingeventsofthestoryusingtransition words.Think

20、-aloud:The book is providing me with many details about the events that led to Shortys world record.First,Shorty stands on one leg and recites the alphabet.Next,Shorty jumps on a pogo stick with one leg while chewing gum.I will read more to find out what events happen next that lead Shorty to set a

21、world record.Modelhowtocompletethesequence events worksheet.Havestudentsidentifyeventsfromthebookandcirclethem.Then,havestudentsdiscusstheeventswithapartneranddeterminetheirsequence.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycan read these words usi

22、ng decoding strategies and context clues.Skill ReviewGraphic Organizer:Sequence eventsReview the sequence events worksheet that students completed.Havestudentssharetheirworkingroups.Invitevolunteerstosharewiththerestoftheclasstheorderofeventstheychose.Discusswithstudentsthejustification for choosing

23、 this order.Comprehension ExtensionDiscussioncardscoveringcomprehensionskillsandstrategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHavestudentscitespecificevidencefromthebookto answer the Focus Question.(Answers will vary.Samples:Shorty got

24、 into“The Other Book of World Records”by jumping on a pogo stick with one leg while chewing gum and moving through a human maze.)Comprehension Checks Book quiz Retelling rubricGuiding the Reading(cont.)The Other Book of World RecordsJ J3 Learning AZ All rights reserved.www.readinga-Book Extension Ac

25、tivitiesBuild SkillsPhonologicalAwareness:Consonant digraph/th/sound Saythewordthataloudtostudents,emphasizingthe initial/th/sound.Have students say the word aloud and then say the/th/sound.Have students practice saying the/th/sound to a partner.Explaintostudentsthatthe/th/soundcanbesaidintwoways:on

26、eis,asinthey,the other way is as in thank.Have students say thank aloud and then say the/th/sound.Have students practice saying the/th/sound to a partner.Havestudentsdiscussthedifferenceintheinitialsounds of the words they and thank.Point out that when they create the/th/sound in thank,abreathisexpe

27、lledfromtheirmouthandthismakesabreathsound.Havestudentsholdtheirhandinfrontoftheirmouthandsaythank.Have students repeat the process with they.Ask students to explain the difference between the two sounds.Point out that when they say they aloud,the sound isheard,whichmakesitavoicedsound.Check for und

28、erstanding:Say the following words one atatime,andhavestudentsclaptheirhandswhenthey hear a word that begins with the breath sound of thank and clap their desk when they hear a word that begins with the voiced sound of they:thrill,thin,think,there,thought,and three.Phonics:Consonant th digraph Write

29、thewordwith on the board and read it aloud to students.Ask what sound they hear at the end of the word with andwhatlettersmakethissound.Underline the consonant th digraph.Explainthattheletterst and h togethermakethe/th/sound.Write the following words on the board,leaving off the consonant th digraph

30、:path,third,booth,throw,earth,and thump.Invitevolunteersto the board to add the consonant th digraph and read each word aloud as a class.Check for understanding:Have students work with apartnertorereadpages4through8.Havethemcircle all of the words containing the consonant th digraph.Invitevolunteers

31、tosharetheirfindingswith the class.Grammar and Mechanics:Contractions Writethefollowingsentenceontheboardfrompage3ofthetext:“Today youre getting into The Other Book of World Records,”Ruby told her brother.”Circle the contraction youre.Explainthatsometimesinwrittenandspokenlanguage,wecombinetwowordst

32、omakeacontraction.Whenthetwowordsarejoined,someofthelettersare taken out and replaced with an apostrophe.Explainthatinthisexample,yourecomesfromthecombinationofyou and are and an apostrophe takes the place of the letter a in the contraction youre.Pointoutthewordwhats in the last sentence on page 3 a

33、nd ask students what two words are used in this contraction(what is).Askstudentstonameothercommoncontractionsand write a list on the board.Check for understanding:Have students reread page4.Havethemcircleallthecontractionsonthepage(its and Im).Askthemtoturntoapartnerandtaketurnstellingwhattwowordsma

34、keupeach contraction.Independent practice:Introduce,explain,andhavestudentscompletethecontractions worksheet.Iftimeallows,discusstheiranswers.WordWork:Time and order words Revieworexplainthattime and order words are often used to help readers identify a sequence of events.Providestudentswithafewexam

35、plesoftimeandorderwords(today,first,next,then).Have studentssharewithapartnertimeandorderwordstheyknow.Invitevolunteerstosharetheirwordswith the whole class.Havevolunteersexplaintheorderofasimpleprocess,such as brushing teeth or getting ready forschool.Usetimeandorderwordstorecord the steps on the b

36、oard.Check for understanding:Have students reread pages7and8intheirbook.Havethemidentifytheeventsfromthesepagesandwritesentencesdescribingthesequenceusingtimeandorderwords.Ask volunteers to share their sentences.Independent practice:Introduce,explain,andhavestudentscompletethetime-and-order-wordsworksheet.Iftimeallows,discusstheiranswers.Connections Seethebackofthebookforcross-curricularextension ideas.