原版英语RAZ 教案I42-Fast and Faster.pdf

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1、Fast and FasterLesson PlanLeveLI I1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:253Book SummaryDiscover some of the worlds fastest animals on the earth,in the sea,and in the air with this exciting book.Find out which fish can

2、 swim faster than a motorboat and which insect moves so fast that it cant see.Detailed photographs and informative illustrations guide students through the text as they discover fascinating animals that move at amazing speeds.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetou

3、nderstandtext Identifythemainideaanddetails Discriminateinitialandfinalconsonantst-blends Identifyinitialandfinalconsonantst-blends Identifyexclamationmarks PlacewordsinalphabeticalorderMaterialsGreen text indicates resources are available on the website.BookFast and Faster(copy for each student)Cha

4、lkboardordry-eraseboard Dictionaries Main idea and details,exclamation marks,alphabetical order worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pe

5、ncil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:are,as,fast Content words:Story critical:amazing(adj.),compared(v.),prey(n.),sails(v.),speed(n.),sprint(v.)Before ReadingBuild Background Drawatwo-columnchartont

6、heboardandlabelthecolumnsFast and Slow.Ask students to name things that are fast,including animals,objects,vehicles,and so on.Record this information on the board.Next,have students name things that are slow and list this information on the board.Read the title of the book,Fast and Faster,aloud to s

7、tudents.Explain to students that they will be reading a book about things that go fast.Fast and FasterLesson Plan(continued)LeveLI I2 Learning AZ All rights reserved.www.readinga- Showstudentsthephotographonthecoverofthebook.Ask a volunteer to identify the animal on the cover(cheetah).Ask students w

8、hat they know about cheetahs and if a cheetah should belistedintheFastorSlowcolumn.Pointouttostudentsthatcheetahsareknownfortheiramazing speed.Explain to students that while reading this book,they will learn about animals that move at very fast speeds.Book WalkIntroduce the Book Givestudentstheircop

9、yofthebook.Guidethemtothefrontandbackcoversandreadthetitle.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 kinds of animals they might learn about.Showstudentsthetitlepage.Discusstheinformationonthepage(

10、titleofbookandauthorsname).Introduce the Reading Strategy:SummarizeExplain to students that one way to understand and remember what they are reading is to stop now and then to summarize,or review in their mind,the details of what is happening in the book.Modelhowtosummarize.Think-aloud:As I read thi

11、s book,I am going to stop every now and then to remind myself what I have learned so far about fast animals.Doing this helps me remember what I am reading and makes me think about new information.When I finish reading the book,I should be able to tell,in my own words,some of the information about th

12、e worlds fastest animals.Have students turn to the table of contents.Read the section headings together.Explain to students that you will be showing them how to stop and summarize what they have read as a strategy for understandingandrememberingtheinformationinthebook.Pointoutthatbeingawareofthediff

13、erent sections in the book will make it easier to summarize what they have learned.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explainorreviewthatmanybooksareaboutonetopic.Exp

14、lainthatthisisabookaboutfastanimals.Remind students that a main idea is the general topic of a book or the subject of a section of the book.The details are the extra facts or descriptions that give the reader more information about the main idea.Have students look at the table of contents.Explain th

15、at each section in this book contains informationaboutdifferentfastanimals.Pointoutthatthesectionheadingandthefirstsentence in the section usually give a hint about the main idea.Explain that the other sentences in the section usually provide details that relate to the main idea.Provideasimplemodelo

16、fidentifyingmainideaanddetails.Drawatwo-columnchartontheboard.Write the heading Birds above the left column and the heading Details above the right column.Modelidentifyingthemainideaandsupportingdetails.Think-aloud:I am going to use this chart to write some details about certain birds.(Write the nam

17、e of a bird,such as eagle,in the first column,and write a few details about eagles in the second column such as physical traits,what they hunt,and so on.)The details I listed help you to know a little bit more about eagles and would help you form a more complete picture in your mind if you were to r

18、ead the chart and did not know much about eagles.Asagroup,addotherbirdstothelist.Havestudentsprovidedetailsabouteachbirdandperhapsinclude some unusual facts.Explain to students that after they read the book,they will make a similar chart that includes the main idea and details from each section of t

19、he book.Introduce the Vocabulary Writethefollowingcontentvocabularywordsontheboard:amazing,sprint,and speed.Fast and FasterLesson Plan(continued)LeveLI I3 Learning AZ All rights reserved.www.readinga- Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelp students understan

20、d what they are reading.Divide students into pairs and give each set of students three pieces of blank paper.Have students label each page with a content vocabulary word.Invite them to draw and write what they know about each word and create a definition using their prior knowledge.Model how student

21、s can use a dictionary to find the meaning of a word.Have them locate the word amazing in the dictionary.Invite a volunteer to read the definition aloud.Showstudentstheglossaryonpage16.Havethemlocatetheword amazing in the glossary.Have students compare the dictionary definition with the glossary def

22、inition.Ask them to compare these definitions to the definition they created on the basis of their prior knowledge.Ask students to locate the word amazing on page 15 and read the sentence containing the word aloud.Repeat the exercise with the remaining vocabulary words.Set the Purpose Havestudentsre

23、adtolearnmoreaboutsomeofthefastestcreaturesontheplanet.Remindthem to pause after each section to identify the main idea and summarize in their mind what they have read.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have them read to the end of page 5 and then st

24、op to think about what they have learned so far.Encourage students who finish before others to reread the text.Modelidentifyingthemainideaanddetails.Think-aloud:After I read the section“How Fast?”I learned that humans are slow compared to some animals.This section is very short and does not include

25、many details to support this main idea;however,I think the remainder of the book will help answer the question from this section:“Which animals are the fastest?”Havestudentsreadtotheendofpage8andthenstoptothinkaboutwhattheyhavelearned so far.Encourage students who finish before others to reread the

26、text.Explaintostudentsthatitwillhelpthemrememberinformationtheyreadinnonfictionbooksif they can organize the key facts on a graphic organizer.Give students a copy of the main-idea-and-detailsworksheet.Explain that as they read,they can list the main idea of each section in the first column and detai

27、ls about the main idea in the second column.When they have completedthechart,theywillhaveasummaryofthekeyinformationinthebook.Say:After I read the section,“Running,”I learned that many land animals can run faster than a person.I will write this information in the first column of the worksheet.I also

28、 learned that cheetahs are the fastest animal on land and that gazelles are very fast too.I read,too,that a tiger beetle can run 170 times the length of its body in one second.If humans could move that fast,they could race jet planes!I will write this information in the second column of the workshee

29、t because this information contains details that support the main idea.Check for understanding:Havestudentsreadthesection“Swimming.”Invitestudentstorecordthemain idea of this section in the first column of the worksheet and any supporting details in the second column.Have students share their respon

30、ses with the class.Invitestudentstoworkwithapartnertosummarizewhattheyhavereadsofar.Remindstudentsthat a summary only contains the most important details from the text.Encourage students tousetheirmain-idea-and-detailsworksheetforsupport.Havestudentsreadtheremainderofthebook.Remindthemtopauseafterea

31、chsection to summarize what they have read so far.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.Fast and FasterLesson Plan(continued)LeveLI I4 Learning AZ All rights reserved.www.readi

32、nga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Remind students that a summary is a brief overview of only the most important information in a book o

33、r a section of a book.Summarizethesection“Flying.”Think-aloud:A summary of the section“Flying”might be:Flying is a quick way for animals to get around,so some of the fastest animals can be found in the air.For example,a dragonfly is the fastest insect.The fastest animal on the planet,however,is the

34、peregrine falcon.When a peregrine falcon dives,it tucks its wings and can reach speeds up to 242 miles per hour.Havestudentssummarizethebookfromthebeginningwithapartner.Listenforwhethertheyinclude details about animals on land,in the sea,and in the air.Encourage students to use content vocabulary in

35、 their summary.Reflect on the Comprehension Skill Discussion:Discuss how using a graphic organizer is a helpful tool to track the main ideas and supporting details in a text.Ask students how identifying the main ideas and support details helped them to create a summary of the text.Independent practi

36、ce:Havestudentscompletethemain-idea-and-detailsworksheetforthesection“Flying.”Iftimeallows,discusstheirresponses.Enduring understanding:In this book,you learned about how different animals can move very fast on land,in the sea,or in the air,many of them moving much faster than humans.In what ways ha

37、ve people tried to move faster on land,in the sea,and in the air?Build SkillsPhonological Awareness:Initial and final consonant st-blends Saythewordstack aloud to students,emphasizing the initial/st/sound.Have students say the word aloud and then say the/st/sound.Saythewordpast aloud to students,emp

38、hasizing the final/st/sound.Have students say the word aloud and then say the/st/sound.Readthecaptionunderthepictureonpage5aloudtostudents.Havethemraisetheirhandwhen they hear a word that begins with the/st/sound(steer).Readpage9aloudtostudents.Havethemraisetheirhandwhentheyhearawordthatendswith the

39、/st/sound(fastest,fast).Check for understanding:Saythefollowingwordsoneatatime.Havestudentsgiveathumbs-upsignalifthewordbeginswiththe/st/soundandathumbs-downsignalifthewordendswith the/st/sound:fist,stand,stump,wrist,worst,stumble,stop,must,burst,stun,rust.Phonics:Initial and final consonant st-blen

40、ds Writethewordsstand and cast on the board and say them aloud with students.Havestudentssaythe/st/soundaloud.Thenrunyourfingerunderthelettersintheword as students say the whole word aloud.Ask students to identify which two letters represent the /st/sound at the beginning of the word stand and at th

41、e end of cast.Havestudentspracticewritingtheconsonantst-blend on a separate sheet of paper while saying the/st/sound.Writethefollowingwordsthatbeginorendwiththeconsonantst-blendontheboard,leavingofftheinitialorfinalblend:coast,stamp,stuck,rest,post,stink,rust,stew.Sayeachword,one at a time,and have

42、volunteers come to the board and add the consonant st-blend.Fast and FasterLesson Plan(continued)LeveLI I5 Learning AZ All rights reserved.www.readinga- Check for understanding:Invite students to work with a partner to reread page 13.Have students circle one word with the initial consonant st-blend(

43、straight)and one word with the final consonant st-blend(fastest).Grammar and Mechanics:Exclamation marks Askstudentstoturntopage5andreadthefollowingsentence:It can go as fast as a car on a highway!Pointouttheexclamationmarkattheendofthesentence.Explainorreviewan exclamation mark,or exclamation point

44、,is a punctuation mark used to show strong feeling,surprise,or excitement.Pointouttostudentsthattheauthordoesnotuseexclamationmarkstoendeverysentence even though she seems excited about this topic.Explain that the overuse of exclamation marks can become tiresome for the reader and is not an accurate

45、 way to convey the voice of characters or narrators all the time.Havestudentsturntopage8andreadthelastsentence(If humans could do that,they could race jet planes!).Discuss with students why the author chose to use an exclamation mark(to show her surprise about how fast the tiger beetle can move).Che

46、ck for understanding:Have students write a sentence that ends with an exclamation mark on a separate piece of paper.Have them read their sentence aloud and explain why the sentence should end with an exclamation mark.If time allows,have them read their sentence with no injected voice inflection,and

47、have others listen for the difference.Independent practice:Introduce,explain,and have students complete the exclamation mark worksheet.If time allows,discuss their answers.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsto look at the firs

48、t letter of each word and then decide which word begins with the letter that comes first in the alphabet.Writethealphabetontheboard.Underneath,writethewordssprint and prey.Have a volunteer explain which word would appear first in alphabetical order(prey)and why(because p comes before sinthealphabet)

49、.Circlethep and s in the alphabet and compare their locations.Erase the circles when the discussion is complete.Writethewordsspeed and fast on the board.Have a volunteer explain which word would appear first in alphabetical order(fast)and why(because f comes before s in the alphabet).Circlethes and

50、f and compare their location in the alphabet.Erase the circles when the discussion is complete.Check for understanding:Writethefollowingwordsontheboard:fast,beetle,humans,jet,small,race.Have students write the words in alphabetical order on a separate sheet of paper.Discuss students responses.Indepe