原版英语RAZ 教案O51-Dragonflies!.pdf

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1、Dragonflies!O O1 Learning AZ All rights reserved.www.readinga-Focus Question:What makes the dragonfly an amazing insect?Book SummaryText Type:Nonfiction/InformationalDragonflies are insects.They live near water,are agile fliers,and can be found around the world.Dragonflies!provides students a compre

2、hensive look at these amazing insects.The book can also be used to teach students how to determine an authors purpose for writing and the proper use of plural nouns.The book and lesson are also available for levels I and L.Guiding the ReadingBefore ReadingBuild Background Placeontheboardaphotographo

3、fvariousinsects,including dragonflies.Ask students to work with a partner to identify all the insects they can find.Have students point to the dragonfly in the picture.Discusswithstudentswhatmakesananimalaninsect.Have students draw on a separate piece of paper a picture of an insect,real or imaginar

4、y.Invite volunteers to share their picture with the rest of the class and explain the characteristics that make it an insect.Introduce the Book GivestudentstheircopyofDragonflies!Guidethemto the front and back covers and read the title.Have students discuss what they see on the covers.Encourage them

5、 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.Remindstudents that the table of contents provides an overview of the book.

6、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 engaged readers visualize,or create pictures in their minds,as they read.Expl

7、ain that readers make visual images using information from the text and what they already know about the subject.Pointoutthatphotographsinabookcanalsoprovide information to add to visualizations.Have students close their eyes as you read page 4 aloud.Ask students to draw a representation of what the

8、y visualized.Have students share their visualization with a partner.Discuss with students how their pictures compare to the photograph in the book.Lesson EssentialsInstructional Focus Visualize to understand text Determine authors purpose Describe information provided by labels Identify consonant sh

9、 digraph Identify and use plural nouns RecognizeanduseonomatopoeiaMaterials Book:Dragonflies!(copy for each student)Authors purpose,consonant sh digraph,plural nouns worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this tit

10、le on VocabularyAZ.com.WordstoKnowStory critical:habitat(n.),hover(v.),independently(adv.),insects(n.),pairs(n.),shed(v.)Enrichment:gills(n.),life cycle(n.),prey(n.)Academicvocabulary:compare(v.),cycle(n.),entire(adj.)Dragonflies!O O2 Learning AZ All rights reserved.www.readinga-Introduce the Compre

11、hension Skill:Authorspurpose Remindstudentsthatauthorshaveapurpose,or reason,for what they write.Write the words inform,entertain,and persuade on the board.Reviewwithstudentsthattoinformmeanstoprovide information,to entertain means to amuse,and to persuade means to convince another to act or feel a

12、certain way.Havestudentsworkwithapartnertodiscussa book the class has previously read,and have pairs determine the authors purpose for it.Call on students to share their book and the authors purpose.Have other students give a thumbs-up signal if they agree.Have students make a prediction about the a

13、uthors purpose for Dragonflies!and share it with a partner.VocabularyHave students turn to the“Words to Know”box on the 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.Po

14、inttotheuseofeach 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 example sentence,

15、and a picture illustrating the meaning of the word.Set the PurposeHave students read to find out more about dragonflies.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeaquestionmarkintheirbookbeside any word they do not u

16、nderstand or cannot pronounce.Encourage them to use strategies they have learned to read each word and figure out its meaning.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing

17、 evidence from the book.What characteristics classify a dragonfly as an insect?(level 1)page 5 How does a dragonflys life cycle compare to yours?Which do you prefer?(level3)pages 7 and 8 What special skills do dragonflies possess?(level 2)pages 912 What is a dragonflys place in the food chain?(level

18、 2)pages12and13 What sets a dragonfly apart from other insects?(level 2)multiple pages Do dragonflies need safe places like the ones described in the book?Why?(level3)page 15 Why did the author write this book about dragonflies?(level3)multiple pagesText Features:LabelsExplain that labels clarify pi

19、ctures by identifying specific parts of photographs or illustrations.Have students work with a partner to review the illustration on page 5 and its labels.Ask students:How do the labels in the illustration support the main idea of this section?How do labels clarify visual information?Why are labels

20、an important tool for classifying objects?Have students review the photographs in the book,and discuss with a partner where they would add labels and why.Invite volunteers to share their thoughts with the rest of the class.Have students draw a labeled illustration of dragonflies to accompany one sec

21、tion in the book.SkillReviewModel for students how you create visual images as you read,and direct them to stop at several points during the reading to draw a representation of what they visualize.Invite volunteers to share their visualizations with the rest of the class.Have students discuss with a

22、 partner how their pictures compare with the photographs in the book.Invite volunteers to share their thoughts with the rest of the class.Havestudentsworkwithapartnertoperiodicallyreview the details they have read and discuss their effect on the reader.Have student pairs discuss their opinion on the

23、 authors purpose for writing each time they convene.Modelevaluatingdetailstodeterminetheauthorspurpose.Think-aloud:The book is providing me with many details about dragonflies lives:their life cycles,their amazing eyesight,their insect characteristics,and so on.All of these facts give me new informa

24、tion 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 she has a different main purpose or more than one.Modelhowtocompletetheauthors purpose worksheet.Have students choose details from the book and record them on thei

25、r worksheet.Then,have students discuss the details with a partner and determine the authors purpose for the book.Have students explain their reasoning to their partner.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words us

26、ing decoding strategies and context clues.Guiding the Reading(cont.)Dragonflies!O O3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:AuthorspurposeReviewtheauthorspurposeworksheetandcall on students to share with the rest of the class details they recorded.Have students poi

27、nt to the purpose on the board that best describes the book.Call on students to explain to the rest of the class how they know the authors purpose is to inform.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be

28、used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasonsshouldincludecharacteristicsthatmakedragonflies amazing insects.Samples:Dragonflies have amazing eyesight because they can see in all dire

29、ctions at once.They have amazing flying skills;they can fly forward,backward,and upside down.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonics:Consonant sh digraph Writethewordshed on the board and have students read it aloud.Havestudentsidentifytheinitialso

30、undintheword.Ask students to identify which letters represent the/sh/sound in the word shed.Explain to students that some letter combinations createanentirelynewsound.Pointoutthattheconsonant sh digraph creates the/sh/sound.Have students practice making shushing sounds to a partner.Writethewordwish

31、on the board and have students read it aloud.Ask students to discuss with a partner what wish and shed have in common.Pointoutthatdigraphscancomeatthebeginning,at the end,or in the middle of a word.Check for understanding:Write the following words on the board:hush,shun,ship,fish,and shoot.Have stud

32、ents copy them on a separate sheet of paper,read them to a partner,and circle the consonant digraph sh.Independent practice:Introduce,explain,and have students complete the consonant-sh-digraph worksheet.If time allows,discuss their answers.Grammar and Mechanics:Plural nouns Havestudentsfindandpoint

33、toonenounon page13.Reviewwithstudentsthatnouns are words that name people,places,and things.Write the word bird on the board,and ask students to draw a picture of a bird on their desk with their finger.Writethewordbirds on the board.Have students pointtothenounthatmeansmorethanone.Pointout that addi

34、ng the letter Ss to the end of a noun changes it to a plural form.Explain to students that plural nouns are words that name more than one person,place,or thing.Pointouttostudentsthatwhenanounendsintheletter y,they need to change the y to an i before adding the letters es.Demonstrate with the word dr

35、agonfly,and have students work with a partner to change the words baby and lady.Check for understanding:Have students look through the book to locate and circle plural nouns.Ask them to share with a partner five nouns they found and confirm that each one is plural.Call on students to come and write

36、one on the board and have other students give a thumbs-up signal if they agree the word is plural.Independent practice:Introduce,explain,and have students complete the plural nouns worksheet.If time allows,discuss their answers.WordWork:Onomatopoeia Havestudentsfollowalongasyoureadthefirstparagraph

37、of the book,emphasizing the words bzzt and zoom.Ask students to say the words aloud,and have them discuss with a partner why the author chose to use those words.Explaintostudentsthatsometimesauthorsuse words that sound like the noises they are describing.When an insect flies quickly past,a person he

38、ars a noise similar to the word zoom.Invite students to share with the rest of the class what noise the word bzzt is imitating.Explaintostudentsthatthesespecialwordsarecalled onomatopoeia.Pointoutthatonomatopoeiaworks like sound effects in a book.Write several examples of onomatopoeia on the board,s

39、uch as the following:bang,clang,rustle,and vroom.Have students read the words aloud to their partner and discuss where they might hear suchsounds.Guidestudentsinbrainstormingtogenerate a list of words that use onomatopoeia.Check for understanding:Have students work with a partner to write three sentences,using onomatopoeia in each one.Invite students to share a sentence with the rest of the class,and have other students identify the word that creates the onomatopoeia effect.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)