原版英语RAZ 教案K55-Leap Year Birthday.pdf

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1、Leap Year BirthdayK K1 Learning AZ All rights reserved.www.readinga-Focus Question:What makes Leroys birthday different from most peoples birthdays?Book SummaryText Type:Fiction/RealisticStudents love celebrating their birthdays!But what if their birthday came only once every four years?Leap Year Bi

2、rthday tells the story of Leroy,a boy whose birthday falls on February 29.Leroy wants to learn more about leap day and why it happens only once every four years.Detailed illustrations and engaging text will help students learn about the scientific principles behind leap day.This book can also be use

3、d to teach students how to analyze characters as well as to retell the events of a story in the correct sequence.The book and lesson are also available for levels H and N.Guiding the ReadingBefore ReadingBuild Background Placeontheboardacopyofthepoem“30DaysHath September”from Mother Goose.Read the p

4、oem aloud with students.Have students work with a partner to sort the months according to how many days are in each month.Invite volunteers to share their sorting with the class.Rereadthelastfewlinesofthepoemthatfocuson the month of February.Explain to students that February has 28 days each year,ex

5、cept in a leap year,whenithas29days.PointoutthatFebruary is a special month because it is the only month that is affected by a leap year.Introduce the Book GivestudentstheircopyofLeap Year Birthday.Guide them to the front and back covers and read the title.Have students discuss what they see on the

6、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.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:RetellExplain to students that engaged reade

7、rs stop now and then while they are reading to retell in their mind what has happened so far in the story.Stopping to retell the events of the story helps readers understand and remember what they are reading.Explain that when retelling a story or event,it is important that thedetailsareexplainedino

8、rder.Pointoutthatpeople retell stories as part of their daily lives,such as what they did over the weekend or what happened in a television show they just watched.Use a book that the class has recently read or a familiar story,and demonstrate how to retell a story in correct order.Invite volunteers

9、to help you with the retelling.Lesson EssentialsInstructional Focus Retell story events to understand text Analyze characters in a story Describe information provided by a glossary Identify consonant th digraph Identify the names of the months and days of the week PlacewordsinalphabeticalorderMateri

10、als Book:Leap Year Birthday (copy for each student)Analyze character,consonant th digraph,alphabetical order worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:amazeme

11、nt(n.),beamed(v.),leap day(n.),leap years(n.),quarter(n.),time traveler(n.)Academicvocabulary:exactly(adv.),understand(v.),usually(adv.)Leap Year BirthdayK K2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Analyzecharacter Explaintostudentsthatwhenreadingastoryit is i

12、mportant to learn about and understand the main character.Write the word Analyze on theboardandreaditaloudtostudents.Pointout that when readers analyze a character they are considering the characters words,thoughts,actions,and effect on others.Create four columns on the board with the headings Words

13、,Thoughts,Actions,Effect on Others.Explain to students that as they read the story they should consider the main characters words,thoughts,actions,and effect on others and what these traits tell about the character.Readpages3and4aloudtostudentsasthey follow along.Invite students to use information f

14、rom this page to identify the main character,Leroy.Then,have students identify Leroys words,thoughts,actions,and effect on others.Record students responses in the chart on the board and then discuss as a class what this tells them about Leroy as a person.VocabularyHavestudentsturntothe“WordstoKnow”b

15、oxonthe 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 vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different m

16、odel sentence.Have students work in groups to create posters for these words.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 HavestudentsreadtofindoutmoreaboutLeroysleap year birt

17、hday.Write the Focus Question on the board.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 ReadingTex

18、t-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.When is Leroys birthday?(level 1)page3 Why does Leroy think he might be a time traveler?(level 1)pages34 Why would Lero

19、y go to the library to learn more about leap day?(level3)page 6 How does Earth rotate around the Sun?(level 2)pages810 Where do leap years get their name?(level 1)page 11 Why did the author write this story?(level3)multiple pagesText Features:GlossaryExplain that a glossary helps readers learn the d

20、efinitions of the words in the book.Have students work with a partner to review the glossary on page 16.Ask students:How are the vocabulary words arranged in a glossary?Can you define the word amazement?On which page can you find the word quarter?Have students review other vocabulary words in the bo

21、ok and discuss in groups where they would be found and how they know.Invite volunteers to share their thoughts with the rest of the class.SkillReview Modelforstudentshowtoretellwhatyouhaveread so far,and then have them stop at certain points during the story to retell in their mind what they have re

22、ad.Have students retell the story from the beginning to a partner.Listen to see whether they include the events in detail and in the correct order.Encourage students to use transition words such as first,next,then,and last when retelling the story.Modelanalyzingcharacter.Think-aloud:As I read the st

23、ory,I paused often to consider Leroys words,thoughts,actions,and effect on others so that I can better understand him.For example,I read that Leroy wanted to learn about time travel,so he and his mom headed to the library.On the basis of this information,I can tell that Leroy is inquisitive and will

24、ing to do research to find the answer to his question.Pausing often while I am reading to consider the main characters words,thoughts,actions,and effect on others helps me to better understand the character and to enjoy what I am reading.Havestudentsworkwithapartnertoshareonequality about Leroy and

25、one detail that supports this quality.Remind students to refer back to the text directly to show Leroys words,thoughts,actions,or effect on others.Have groups share their responses with the class.Modelhowtocompletetheanalyze character worksheet.Remind students to use specific examples and details fr

26、om the text.Guiding the Reading(cont.)Leap Year BirthdayK K3 Learning AZ All rights reserved.www.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphicOr

27、ganizer:AnalyzecharacterReview the analyze character worksheet that students completed.Invite volunteers to share their findings with the class.Remind students that analyzing characters is one way to better understand and learn more about the characters in a story.Comprehension ExtensionDiscussion c

28、ards 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.Students should include that Leroys birt

29、hday falls on leap day,which happens only once every four years.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonics:Consonant digraph th Writethewordbirth on the board and read it aloud to students.Ask what sound they hear at the end of the word birth and wha

30、t letters make this sound.Underline the consonant th digraph.Explainthattheletterst and h together make the/th/sound.Write the following words on the board,leaving out the consonant th digraph:month,thin,thud,hath,thick,tenth.Invite volunteers to the board to add the consonant th digraph and read ea

31、ch word aloud as a class.Check for understanding:Reviewpages3through6 with students and have them circle all of the words containing the consonant th digraph.Invite volunteers to share their findings with the class.Independent practice:Have students review pages 7 through 16 in small groups and circ

32、le all of the words containing the consonant th digraph.Invite volunteers to share their findings with the class.Independent practice:Introduce,explain,and have students complete the consonant th digraph worksheet.If time allows,discuss their answers.Grammar and Mechanics:Proper nouns:Monthsanddayso

33、ftheweek Revieworexplaintostudentsthatwordsusedtotell the names of specific people,places,and things are called proper nouns.Explain that these words begin with a capital letter.Explain that two types of proper nouns that always begin with capital letters are months of the year and days of the week.

34、Havestudentssingversionsofthe“MonthsoftheYear”and“DaysoftheWeek”songstohelpremindthem of these proper nouns.Dividestudentsintosmallgroups.Giveeachgroupthe names of the months of the year and days of the week on note cards.Have the group work together to put these note cards in the correct order.Invi

35、te volunteers to share their answers with the class.Check for understanding:Write the names of three months and three days on the board,using lowercase letters.Have students write these words with the correct capitalization on a separate piece of paper.WordWork:Alphabeticalorder Revieworexplainthepr

36、ocessofputtingalistofwords in alphabetical order.Writethewordsamaze,beamed,and library on individual pieces of paper and display them on the board.Discuss how to put these words in alphabetical order,reminding students to look at the first letter in each word.Have a volunteer move the words into the

37、 correct order.Putstudentsintosmallgroups,andgiveeachgroupthe following three words:Leroy,leap day,and cake.Have students work together to put these words in alphabetical order.Invite volunteers from each group to share their answers.Check for understanding:Write the words time,understand,and quarte

38、r on the board.Have students write the words in alphabetical order on a separate sheet of paper and share their answers with a partner.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)