原版英语RAZ 教案K57-Yellowstone A Place of Wild Wonders.pdf

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1、Yellowstone:A Place of Wild WondersK K1 Learning AZ All rights reserved.www.readinga-Focus Question:What is Yellowstone,and why do people visit there?Book SummaryText Type:Nonfiction/InformationalAs the United States first national park,Yellowstone paved the way for the protection of beautiful land

2、throughout the country.Yellowstone:A Place of Wild Wonders provides students with an introduction to this magnificent area and all its natural wonders.Detailed photographs support the text.The book can also be used to teach students how to determine an authors purpose for writing and the proper use

3、of conjunctions.The book and lesson are also available for levels H and N.Guiding the ReadingBefore ReadingBuild Background Provideeachstudentwithapieceofpaper.Havestudents close their eyes and imagine a beautiful natural area they have seen,such as a forest,mountains,the ocean,and so on.Invite stud

4、ents to consider what they saw,heard,smelled,and so on as they picture this area in their mind.Have students draw a picture and share it with a partner.Writethewordnational parks on the board and read it aloud to students.Explain that national parks are areas of land owned by the government that are

5、 protected,meaning that no one can buy orsellthisland.Pointoutthatnationalparksareprotected either because of some kind of historical importance or because of their natural beauty.Introduce the Book GivestudentstheircopyofYellowstone:A Place of Wild Wonders.Guidethemtothefrontandbackcovers and read

6、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.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.R

7、emindstudents 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 answers that students can justify.)Introduce the Reading Strategy:VisualizeExplain to students that eng

8、aged readers visualize,or create pictures in their mind,as they read.Explain that readers make visual images using information from the text and what they already know about thesubject.Pointoutthatthepicturesinabook can also provide information to add to visualizations.Have students close their eyes

9、 as you read page 6 aloud.Ask students to draw a representation of what they visualized.Invite volunteers to share their Lesson EssentialsInstructional Focus Visualize to understand text Determine authors purpose Describe information provided by photographs Identify initial and final consonant st-bl

10、ends Recognizeanduseconjunctions Identify and use synonymsMaterials Book:Yellowstone:A Place of Wild Wonders(copy for each student)Authors purpose,conjunctions,synonyms worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this

11、title on VocabularyAZ.com.WordstoKnowStory critical:explorers(n.),hot spot(n.),national park(n.),Native Americans(n.),protected(adj.),wildlife(n.)Academicvocabulary:area(n.),became(v.),forever(adv.)Yellowstone:A Place of Wild WondersK K2 Learning AZ All rights reserved.www.readinga-visualization wit

12、h the rest of the class,and discuss how their pictures compare to the picture in the book.Introduce the Comprehension Skill:Authorspurpose Explaintostudentsthatauthorshaveapurpose,orreason,forwhattheywrite.Writethewordsinform,entertain,and persuade on the board.Explain to students that to inform mea

13、ns to provide information,to entertain means to amuse,and to persuade means to convince another to act or feel a certain way.Reviewwithstudentsabooktheclasshaspreviously read.Have students work in groups to determine the authors purpose,and guide students to a class consensus.Have students work with

14、 a partner to predict the authors purpose for Yellowstone:A Place of Wild Wonders.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe 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 vocabularywo

15、rdsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups 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 e

16、xample sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutYellowstone.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook besi

17、de any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.W

18、hat is a national park?(level 1)page 4 Why do people go to Yellowstone to see Old Faithful?(level 1)page 5 How does Yellowstone being located on top of a hot spot create unusual land features?(level 2)pages 5 and 6 What kinds of animals live in Yellowstone?(level 2)pages 710 Who visited Yellowstone

19、before it was a national park?(level 2)pages 11 and 12 How are other national parks similar to Yellowstone?How are they different?(level 1)page13 Why is it important that Yellowstone and other national parks are protected?(level3)multiple pagesText Features:PhotographsExplain that photographs are he

20、lpful when reading because they provide the reader with important information about the text.Have students work in small groups to review the photographs on page 6.Ask students:How do these photographs help you understand the difference between a mud pool and a hot spring?What information can you ga

21、ther from these photographs that was not included in the text?Have students work in small groups to review other photographs in the book and discuss as a class why the author chose to include each photo.SkillReviewModel for students how you create visual images as you read,and direct them to stop at

22、 several points during reading to draw a representation of what they visualize.Invite volunteers to share their pictures with the rest of the class.Discuss with students how their pictures compare with the pictures in the book.Havestudentsworkingroupstoperiodicallyreviewthe details they have read an

23、d discuss their effect on the reader.Have groups discuss their opinion on the authors purpose for writing each time they convene.Modelevaluatingdetailstodeterminethe authors purpose.Think-aloud:The book is providing me with many details about Yellowstone National Park:the beautiful and unusual land

24、features,the wildlife,the history of the park,and so on.All of these facts give me new information on the topic,so I believe the authors purpose is to inform.Still,I will read to the end of the book,examining each detail,to see if he has a different main purpose or more than one purpose.Modelhowtoco

25、mpletetheauthors purpose worksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine the authors purpose for the book.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how

26、 they can read these words using decoding strategies and context clues.Guiding the Reading(cont.)Yellowstone:A Place of Wild WondersK K3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:AuthorspurposeReviewtheauthorspurposeworksheetthatstudentscompleted.Have students share t

27、heir work in groups.Invite volunteers to share with the rest of the class the details they chose,and have students point to the correct purpose on the board.Circle the word inform.Discuss with students the justification for choosing this purpose.Comprehension ExtensionDiscussion cards covering compr

28、ehension 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 answertheFocusQuestion.(Answersshouldinclude:Yellowstone is a national park where many people enjoy hiki

29、ng,fishing,camping,and observing the natural beauty and the wildlife.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonics:Initial and final consonant st-blends Writethewordsstand and vest on the board and read them aloud with students.Havestudentssaythe/st/soun

30、daloud.Then,runyour finger under the letters in the word stand as students say the whole word aloud.Ask students to identify which letters represent the/st/sound in the word stand.Repeatthisprocesswiththewordvest.Check for understanding:Writethefollowingwords on the board,leaving off the initial or

31、final consonant blend on each:stuck,trust,stop,rest,still,fist.Say the first word aloud,and have students call out whether the word begins or ends with the consonant st-blend.Invite a volunteer to come to the board and add the initial or final consonantblend.Repeatwiththeremainingwords.Grammar and M

32、echanics:Conjunctions Writethefollowingsentenceontheboard:They roll in the dust to fight off flies and to get rid of their old fur.Readthesentencealoudwithstudents.Underlinethewordand.Explain that this word is a conjunction.The words and,but,and or are examples of conjunctions.They join together par

33、ts of sentences.Readpage6aloudasstudentsfollowalong.Invitestudents to circle all of the conjunctions.Discuss students findings as a class.Check for understanding:Have students reread the section“Wildlife”withapartnertolocateallof the conjunctions.Invite students to work in smallgroupstosharetheirfin

34、dings.Reviewtheconjunctions in the book as a class.Independent practice:Introduce,explain,and have students complete the conjunctions worksheet.If time allows,discuss their answers.WordWork:Synonyms Writethewordfast on the board and read it aloud with students.Ask them to suggest a word that means a

35、lmost the same thing as fast.Explain that a word that means the same or almost the same as another word is called a synonym.Writetheword synonym on the board and have students read it aloud.Writethefollowingwordsonsentencestrips:big,hot,small,old.Invite volunteers to hold the sentence strips and sta

36、nd in the front of the room.Invite students to line up behind a student holding a sentence strip when they have a corresponding synonym to share.Invite students to share their synonym and use it in a complete sentence.Have students give a thumbs-up signal if the speaker has correctly used the synony

37、m.Check for understanding:Have students work in pairs to use a thesaurus to identify synonyms for the following words:weak,short,chilly.Invite students to share their findings with the class.Independent practice:Introduce,explain,and have students complete the synonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)