原版英语RAZ 教案J18-Whose Tracks Are These.pdf

《原版英语RAZ 教案J18-Whose Tracks Are These.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案J18-Whose Tracks Are These.pdf（5页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Whose Tracks Are These?Lesson PlanLeveLJ J1 Learning AZ,Inc.All rights reserved.www.readinga-About the Book Text Type:Nonfiction/Informational Page Count:16 Word Count:335Book SummaryWhose tracks are these?Students learn to use facts and photographs of animal tracks to guess which animals have visit

2、ed a place.This book includes a table of contents as well as a glossary to support students as they read.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Drawconclusions Discriminater-controlled/ar/sound Identifyr-controlled ar letter c

3、ombination Recognizeandusecommasinaseries Recognize,read,andwritehigh-frequencywordswho and whose MaterialsGreentext indicates resources available on the website BookWhose Tracks Are These?(copy for each student)Chalkboardordryeraseboard Visualize/drawconclusions,r-controlled ar,serialcommasworkshee

4、ts Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency words:know,made,these,this,where,who Content words:animals,a

5、ntlers,claws,curved,footprints,hooves,large,shed,strong,tracks Before Reading Build Background Writethewordtracks on the board.Ask students whether they have ever noticed animal tracks on the ground or in snow.Invite them to share what the tracks looked like.Discusswithstudentsthekindsoftrackstheyle

6、aveontheground.Invitethemtosharewhatsomeonemighttellaboutthemfromtheirtracks(kindofshoe,shoesize,andsoon).Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Whose Tracks Are These?(Accept all answers t

7、hat students can justify.)Whose Tracks Are These?Lesson Plan(continued)LeveLJ J2 Learning AZ,Inc.All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsp

8、rovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebookbased on what they see in the table of contents.Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,ormakepicturesintheirmind,astheyread.Readersoftenusewhattheyalreadyknowaboutatopi

9、ctomakethepicturesintheirmind.Readpage4aloudtostudents.Modelhowtovisualize.Think-aloud:When I read a book,I pause after a few pages or after reading a description of something to create a picture in my mind of the information Ive just read.This helps me understand and enjoy the book.For example,when

10、 I read about animals visiting a place and leaving tracks,I pictured a bear sitting by a stream catching small fish from the water.I pictured the bear moving down the bank and leaving big footprints in the muddy soil.InvitestudentstosharewhattheyvisualizedwhentheyheardthesentenceTracks show where th

11、e animals body has touched the ground.Point out to students that even though their mental picturesmaynotbethesame,theywereeachabletocreateapictureintheirmind.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension S

12、kill:Draw conclusions Askstudentstoidentifythefourseasons(spring,summer,fall,winter).Writethesewordson the board.Drawapictureontheboardofthingsyouassociatewithspring(flowers,trees,grass,birds,butterflies).Writeunderthepicture:The grass is green,and flowers are blooming.Readthesentence aloud to stude

13、nts.Modelhowtodrawconclusions.Think-aloud:As I looked at the picture and read the sentence,I thought about what I already know about seasons.From these clues,I think that the drawing represents spring.Havestudentsexplaintheclueswhichledtotheconclusionthatthedrawingrepresentsspring(greentreeswithleav

14、es,flowersblooming).Drawasimplepictureofanotherseasonandinvitestudentstodrawaconclusionabout the season.Ask them to share the clues they used to draw their conclusion.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureo

15、npage6,youmightsay:Look at the black bear.It sleeps all winter and wakes up in the spring.I think it might be hungry when it wakes up.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordantlersonpage8andsay:I am going to check the

16、 picture and think about what would make sense to figure out this word.The picture shows a male deer with large growths on his head.When I look at the first part of the word,I recognize the word ant.I know that antlers and horns are both growths found on some animals.The word antlers begins with the

17、 word ant.The sentence makes sense with this word.The word must be antlers.Set the Purpose Havestudentsreadtofindoutwhatanimalsmadethetracksontheground.Remindthemtovisualizeastheyread.Havethemthinkaboutthecluestheyreadandthepicturesofthetracksthey see in the book to draw conclusions about which anim

18、al made the tracks.Whose Tracks Are These?Lesson Plan(continued)LeveLJ J3 Learning AZ,Inc.All rights reserved.www.readinga-During Reading Student Reading Guide the reading:Givestudentstheircopyofthebook.Havethemreadtotheendofpage7andthenstoptothinkaboutwhattheyvisualizedandtheconclusionstheyhavedraw

19、nsofarinthestory.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelvisualizinganddrawingconclusions.Think-aloud:On page 5,I read some clues about the animal the author was describing.I also saw some tracks that belong to the animal in the picture on that page.I visualized a large animal eat

20、ing honey from a beehive.It was using its claws to climb trees and eat plants.I know that bears are large animals that have claws and like to eat honey.I visualized a large bear.I used what I already knew about bears,story clues,and the pictures I created in my mind to help me draw the conclusion th

21、at the animal I was reading about was a bear.When I turned to page 6 in the book,I confirmed this conclusion.Introduceandexplainthevisualize/drawconclusionsworksheet.Havethemdrawwhattheyvisualizedandthestorycluestheyusedtocreatethevisualizationastheyreadpage7,andthenwritetheirconclusionintheboxprovi

22、ded.Check for understanding:Havestudentsreadtotheendofpage9.Remindthemtovisualizetheanimal described and write their conclusions on the worksheet.Then have them read to the end ofpage10.Invitestudentstosharetheirvisualizationsandconclusionstheydrew.Havestudentsreadtheremainderofthebook.Encouragethem

23、tocontinuetovisualizeanddraw conclusions as they read the rest of the book.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopp

24、ortunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Havestudentsexplainoneofthevisualizationstheydrewontheirworksheet.Havethemsharehowvisualizinghelpedthembetterunderstandandenjoywhattheyread.Think-aloud:As I read,I continued to create pictur

25、es in my mind about the animals and the tracks they made.When I read page 15 and looked at the tracks in the picture,it reminded me of my footprints.I visualized a person walking on the beach and leaving footprints in the sand.I pictured the sand squishing between the persons toes.Picturing the anim

26、als described in the book helped me enjoy the book and draw conclusions about the animals that left the tracks.Reflect on the Comprehension Skill Discussion:Discussthecluesthathelpedstudentsdrawconclusionsthroughtheendofthebook.Havethemexplaineachofthecluesthathelpedthemdrawaconclusionaboutoneanimal

27、ontheir worksheet.Enduring understanding:Inthisbook,youlearnedthatanimalsleavecluesthattheyhavebeeninaparticularplace.Nowthatyouknowthisinformation,whataresomethingsyoumightlookforto determine which animals live or traveled through the area you are in?Build Skills Phonological Awareness:Discriminate

28、 r-controlled/ar/Saythewordlargealoudtostudents,emphasizingther-controlled/ar/sound.Havestudentssaythe word aloud and then say the r-controlled/ar/sound.Whose Tracks Are These?Lesson Plan(continued)LeveLJ J4 Learning AZ,Inc.All rights reserved.www.readinga- Saythefollowingwordsfromthebook,oneatatime

29、:bark,ground,tracks,sharp,far.Havestudents give the thumbs-up signal when they hear a word with the r-controlled/ar/sound,as in the word large.Check for understanding:Say the following words one at a time and have students give the thumbs-up signal if the word contains the r-controlled/ar/sound:mark

30、s,claws,antlers,smart,cart.Phonics:Identify r-controlled ar Writethewordlarge on the board and say it aloud with students.Tellstudentsthattheletterrcanaffectthesoundofthevowelbeforeit.Rereadthewordlarge as you run your finger under the letters in the word.Ask students to identify the two letters tha

31、t stand for the/ar/sound in the word large.Writethearlettercombinationontheboard.Havestudentspracticewritingthelettercombination on a separate piece of paper while saying the sound the combination stands for.Check for understanding:Writethefollowingwordsontheboard,leavingoutthear letter combination:

32、park,card,dart.Havestudentscompleteandwriteeachwordonaseparatepieceof paper.Then have students read each word aloud to a partner.Independent practice:Introduce,explain,andhavestudentscompletether-controlled ar worksheet.Iftimeallows,discusstheirresponses.Grammar and Mechanics:Serial commas Reviewore

33、xplainthatcommasareoftenusedtoseparateitemsinalist.Explaintostudentsthatreadersbrieflypausewhentheyreadacomma.Havestudentsturntopage7andreadthesecondsentence.Pointoutthecommasaftereachitem in the list.Check for understanding:Havestudentsturntopage14intheirbook.Askthemtounderlinethesentencethatusesco

34、mmasinalist.Havethemcircleeachiteminthelist.Havethempracticereadingthesentencealoudwithapartner,pausinginthecorrectplaces.Independent practice:Introduce,explain,andhavestudentscompletetheserial commas worksheet.Iftimeallows,discusstheiranswers.Word Work:High-frequency words who and whose Tellstudent

35、stheyaregoingtolearntwowordsthattheywillseeofteninbookstheyread.Writethe words who and whoseontheboardandreadthewordsaloud.Havestudentsreadthewordswith you.Havestudentsturntopage5andreadthepagealoud.Pointtothelastsentence.Askstudentstoexplainwhatthewordwhorefersto(theanimalbeingdescribedonthepage).E

36、xplainthattheword who is used to identify the name of a person or other animal.Havestudentsturntopage15andreadaloudthequestiononthepicture.(Whose tracks are these?)Askstudentstoexplainwhatthewordwhose refers to(something that belongs to someonementionedinthebook).Explainthatthewordwhose is used to a

37、sk about the things someone owns.Check for understanding:Havestudentspracticeusingthewordswho and whose in oral sentences as a group.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Additionally,partnerscantake turns reading parts of the book to each other.Ho

38、me Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentscomparewithsomeoneathomewhattheyvisualizedintheirmindwhilereading.Whose Tracks Are These?Lesson Plan(continued)LeveLJ J5 Learning AZ,Inc.All rights reserved.www.readinga-Extend the Reading Inform

39、ational Writing and Art ConnectionProvide students with print and Internet resources to research one of the animals in the book.Havethemidentifyinformationsuchas:whattheanimallookslike,whatiteats,andwhereitlives.Science ConnectionTake students outside and look for tracks left by animals.Ask students

40、 to illustrate the tracks they see and write a description of the animal they think made tracks.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscuss

41、ionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookqu

42、iz.Assessment Monitor students to determine if they can:accuratelyandconsistentlyusethestrategyofvisualizingduringdiscussionandonaworksheet accuratelyandconsistentlydrawconclusionsduringdiscussionandonaworksheet accuratelydiscriminatewordswithther-controlled/ar/sound during discussion correctlyassociatethear letter combination with the r-controlled/ar/sound during discussion and on a worksheet correctlyidentifyandreadserialcommasintextandusethemonaworksheet correctlyuseandwritehigh-frequencywordswho and whose Comprehension Checks BookQuiz RetellingRubric