原版英语RAZ 教案K30-Hugs for Daddy.pdf

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1、Hugs for DaddyLesson PlanLeveLK K1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:910Book SummaryHannahs dad has an important jobhes in the military.When her dad has to go away,Hannah is very sad.She and her mom gather things to se

2、nd to her dad.What Hannah misses most are her dads bedtime hugs.How will she find a way to send some hugs to her dad?Students will have the opportunity to identify the story elements of problem and solution in this touching story.About the LessonTargeted Reading Strategy RetellObjectives Usethereadi

3、ngstrategyofretellingtounderstandandrememberstoryevents Identifyproblemandsolution Identifylong/e/voweldigraphs Identifyandusequotationmarks ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookHugs for Daddy(copy for each student)Chalkboardordryerasebo

4、ard Dictionaries Problemandsolution,quotationmarks,alphabeticalorderworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay bedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary Content words:cymbals,instr

5、uments,military,salute,tracing,uniformBefore ReadingBuild Background Askstudentstosharesomespecialthingstheydowiththeirparents.Askwhattheylookforwardto each day.Havestudentssharewhattheyknowaboutthemilitary.Discusswhatsoldiersdotohelpkeeppeoplesafe.Askwhatproblemsthismightcauseforthefamiliesofsoldie

6、rs.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Hugs for Da

7、ddyLesson Plan(continued)LeveLK K2 Learning AZ,Inc.All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhatthey

8、expecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the st

9、ory.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwhat happened in order.Point out that people retell stories as part of their daily lives,such as explainingwhathappenedinschooltoastudentwhowasabsent.Askstudentstoshareotherexamples of when people might give a retelling.

10、Modelretellingafamiliarstoryindetail,suchasGoldilocks and the Three Bears.Think-aloud:In GoldilocksandtheThreeBears,Goldilocks comes to a house in the forest that belongs to three bears:a mama bear,a papa bear,and a baby bear.The bears leave the house for a walk in the forest while their porridge is

11、 cooling.Goldilocks goes inside the house,even though no one is home.First,Goldilocks sees three bowls of porridge on the table.She tries each one.The first bowl is too hot,the second bowl is too cold,and the third bowl is just right,so she eats it all up.Next,she sees three chairs and sits in each

12、one.The first chair is too hard,the second chair is too soft,and the third chair is just right.However,the chair breaks,and Goldilocks falls to the ground.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages5,

13、9,13,and15.Explainthatastheyread,theyshouldstoponthesepagestothinkaboutwhathashappenedinthestorysofar.Encouragestudentstoretell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introd

14、uce the Comprehension Skill:Problem and solution Explaintostudentsthatauthorsincludecertainelementsinfictionalstories.Writethewordsproblem and solution on the board.Explain that in most stories,the character is faced with a problemthatneedstobesolved,andthesolutionistheprocessofworkingthroughtheprob

15、lemand finding a way to deal with it.CreateachartontheboardwiththeheadingsProblem and Possible Solutions.Write the sentence I lost my dog.on the board under the Problemheading.Modelidentifyingpossiblesolutions for the problem.Think-aloud:I know that when a problem arises,I can deal with it in differ

16、ent ways.If I lose my dog,I know that I have to think of a way to find her.One possible solution might be to put up signs with the dogs picture and my phone number.Another possible solution to this problem is to walk around my neighborhood and call my dogs name.I could also place an ad in the local

17、newspaper.Ive identified three possible solutions to the problem.Modelfillinginthechartontheboardwiththeinformationforthisproblem.WritethefollowingsentenceontheboardundertheProblem heading:I forgot my lunch.DiscusspossibleactionsthatapersonmighttaketosolvethisproblemandlistthemontheboardunderPossibl

18、e Solutions.Havestudentsthinkofotherpossibleproblemstoshare.Discussandlistpossiblesolutions.Remindstudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Introduce the Vocabulary Asstudentspreviewthebook,askthemtodiscusswhattheyseeintheillustrations.Reinforcevocabulary words they will find in t

19、he text.Hugs for DaddyLesson Plan(continued)LeveLK K3 Learning AZ,Inc.All rights reserved.www.readinga- Writethefollowingwordsfromthecontentvocabularyontheboard:cymbals,instruments,salute,and uniform.PointoutthatthesefourwordscanbefoundinthestoryandthattheytellaboutHannahandherdad.Givegroupsofstuden

20、tsfourpiecesofblankpaper.Foreachword,havethemwrite ordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudents priorknowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and their definitions.Modelhowstudentscanusethedictionaryt

21、ofindawordsmeaning.Havethemlocatetheword cymbals in the dictionary.Explain that the word will be listed in the singular form of the word.Inviteavolunteertoreadthedefinitionforcymbals.Have students compare the dictionary definitionwiththeglossarydefinition.Havethemcomparethesewiththeirpriorknowledgeo

22、fthe word.Havestudentsfollowalongonpage4asyoureadthesentenceinwhichthewordcymbals is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsreadtofindoutwhatHannahlooksforwardtoeveryday.Remindthemtothinkabout the storys problem an

23、d solution as they read.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Havethemreadtotheendofpage9andthenstoptothinkaboutwhathashappenedsofarinthestory.Encouragestudentswhofinishbefore others to reread the text.Modelretellingandidentifyingproblemandsolution.Think-alou

24、d:I stopped after a few pages to retell in my mind what I had read so far.Hannahs dad is in the military and keeps people safe around the world.Hannah and her dad do many fun things together.Sometimes they build towns with blocks or play instruments.Hannah looks forward to bedtime each night because

25、 her dad always reads stories to her.He also gives her great big goodnight hugs.One morning,Hannahs parents were looking sad,and they explained to Hannah that Daddy would have to go away for a while to do his job.She will miss her dad and all of the fun things they do together.I think this is her pr

26、oblem.I dont know what the solution is yet,but I wonder how she will solve her problem.I will keep reading to find out what Hannah does when she misses her dad.Introduceandexplaintheproblem-and-solutionworksheet.Have students write information theyknowabouttheproblemandsomepossiblesolutionsontheirwo

27、rksheet.Check for understanding:Havestudentsreadtotheendofpage13.HavethemretellthedetailsabouttheeventsafterDaddytellsHannahhehastoleave.Allowstudentstousetheillustrationsas a guide.Listen to their retellings for correct order,details,and description of the problem and solution.Havestudentsreadthere

28、mainderofthebook.Remindthemtoretellwhattheyhavereadso farandthinkaboutthesolutiontoHannahsproblemtohelpthemunderstandinformationasthey read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.Encourage them to use the strategies they have learned to read

29、 each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Hugs for DaddyLesson Plan(continued)LeveLK K4 Learning AZ,Inc.All rights reserved.www.readinga-Reflec

30、t on the Reading Strategy RetellindetailtheeventsofthestoryafterHannahandmomgetoutthebasket.Think-aloud:Hannah draws pictures and writes letters to send to her dad,but she feels that something is missing.She really wants to send her dad a goodnight hug.The next morning Hannah makes a large drawing o

31、f herself,cuts it out,and sends it to her dad.He will be able to put the arms of the drawing around himself and have a goodnight hug.Two weeks later,Hannah and mom get a letter from Dad saying that he really liked the hug.Havestudentsretellthestoryfromthebeginningtoapartner.Listenforwhethertheyinclu

32、dethe following:correct events in detail,events in order,main characters,problem,and solution.Reflect on the Comprehension Skill Discussion:Discusswithstudentstheproblemandsolutionofthestory.Independent practice:Havestudentscompletetheproblem-and-solutionworksheet.Iftimeallows,discuss their response

33、s.Enduring understanding:Inthisstory,welearnedthatHannahreallymissedherdadwhenhewasgone.She wanted to send him a goodnight hug.She was unsure how to solve her problem,and hermomhelpedherthinkofasolution.Nowthatyouknowthisinformation,whyisitimportantto be open to letting others help you solve your pr

34、oblems?Build Skills Phonics:Identify long/e/vowel digraphs Writethewordleave on the board.Have students find the word on page 10 and read the sentence in which it is found.Askstudentswhatvowelsoundtheyhearinthemiddleofthewordtears(long/e/).Circletheea in the word and explain that in some words,two v

35、owels together,called a vowel digraph,makeone sound.Have students brainstorm additional examples of ea words and have them write the words on the board(eat,beat,team,neat).Writethewordkeep on the board.Have students find the word on page 7 and read the sentence in which it is found.Askstudentswhatvo

36、welsoundtheyhearinthemiddleofthewordkeep(long/e/).Circletheee and explain that ee is another vowel digraph and another common spelling for the long/e/sound.Have students brainstorm additional examples of ee words and have them write the words on the board(green,seen,peep,sleep,bee).Havestudentslookt

37、hroughthebooktofindandhighlightexamplesoflong/e/voweldigraphs.Encourage them to compare their answers with a partner.Grammar and Mechanics:Quotation marks Writethefollowingsentenceontheboard:“Okay,Daddy,”I said.Askstudentswhatwordsarebeingspoken.Explainthatquotationmarksarethepunctuationmarksaroundd

38、ialogueintext.Discussthedifferencebetweenwhatisbeingsaidaloudbythecharacter(Okay,Daddy)and what is not(I said).Havestudentsturntopage7.Readthepagealoudasstudentsfollowalong.Askstudentstogivethe thumbs-up signal when dialogue is being read aloud and give the thumbs-down signal when acharacterisnotspe

39、aking.Discussthedifferentwordsusedinthetexttoindicatedialogue.Pointoutthatwordscomedirectlybeforeorafterthequotationmarkstoshowwhichcharacterisspeaking.Askstudentstofind the words used in the text.Write them on the board as students find them(said,he paused,I asked).Check for understanding:Havestude

40、ntsworkinpairstolocatedialogueinthetext.Instructthemtounderlinethewordsthatindicatedialogue(said,say,asked)and circle thequotationmarks.Hugs for DaddyLesson Plan(continued)LeveLK K5 Learning AZ,Inc.All rights reserved.www.readinga- Independent practice:Introduce,explain,andhavestudentscompletethequo

41、tationmarksworksheet.Iftimeallows,discusstheirresponses.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthat if the first letter of two words is the same,they must compare the next two letters instead.Writethewordstucked and bedtime on the

42、 board.Have a volunteer explain which word would appear first in alphabetical order(bedtime)and why(because b comes before t in the alphabet).Writethewordssunshine and smile on the board.Point out that the words begin with the same letter(s).Askavolunteertotellwhichwordwouldappearfirstinalphabetical

43、orderandtoexplainhisorherthinking(smile,because the second letter,m,in smile comes before the second letter,u,in sunshine).Writethewordsdownstairs and daddy on the board.Have a volunteer explain which word would appear first in alphabetical order(daddy)and why.Check for understanding:Write the words

44、 safe and spend on the board.Have students write the wordsinalphabeticalorderandexplaintheirthinkingonaseparatepieceofpaper.Independent practice:Introduce,explain,andhavestudentscompletethealphabetical order worksheet.Iftimeallows,discusstheirresponses.Build Fluency Independent Reading Allowstudents

45、toreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students retell the story to someone at home.Extend the ReadingRealistic Fiction Writing Connection Haves

46、tudentsthinkofatimewhensomeonetheyknowhashadtogoaway.Askthemhowtheycommunicatedwiththatperson.Didtheyusethetelephoneorcomputer,ordidtheywriteletters?Have students write a story about someone going away and another person communicating with him or her.Visit WritingAZ for a lesson and leveled material

47、s on narrative fiction writing.Social Studies Connection SupplybooksandlinkstoInternetwebsitesforstudentstolearnmoreaboutthemilitaryandwheretroopsareworkingtokeeppeoplesafe.Locatetheseplacesonamap.Haveamilitarypersonvisittheclassandexplainhisorherjob.Writeletterstothetroopsandthankthemfortheirservic

48、e.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasan

49、essayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Hugs for DaddyLesson Plan(continued)LeveLK K6 Learning AZ,Inc.All rights reserved.www.rea

50、dinga-Assessment Monitor students to determine if they can:consistentlyusethestrategyofretellingtocomprehendtextduringdiscussion recognizetheproblemandsolutioninfamiliarsituationsduringdiscussion;recordthestorys problemandpossiblesolutionsonaworksheet recognizelong/e/voweldigraphs recognizeandusequo