原版英语RAZ 教案D49-Katie and Katie.pdf

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1、Katie and KatieLesson PlanLEVELD D1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:12 Word Count:81Book SummaryKatie loves school.That is,until a new girl who is also named Katie arrives.Now both girls,as well as the whole class are confused.Which K

2、atie is supposed to lead the line,answer in class,or take a turn for jumping rope when her name is called?How will they solve this identity problem?While students enjoy reading this fun story about making compromises,they will also be learning about identifying problem and solution in a story and re

3、cognizing past-tense verbs.About the LessonTargeted Reading Strategy RetellObjectives Retelltounderstandtext Identifyproblemandsolution Discriminateinitialconsonant/k/sound IdentifyinitialconsonantKk Recognizeandusepast-tenseverbs Identifyandusethehigh-frequencywordbothMaterialsGreentext indicates r

4、esources that are available on the website.BookKatie and Katie(copy for each student)Chalkboardordry-eraseboard Dictionaries Sheetsofpaper Problem and solution,initial consonant Kk,past-tense verbs worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstr

5、ated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:both,said,your Content words:Story critical:both(adj.),class(n.),idea(

6、n.),name(n.),student(n.),turn(n.)Before ReadingBuild Background Askstudentstotracetheirnameontheirdeskandthencallitouttothefrontoftheclass.Have students share their full name with a partner.Askstudentstoraisetheirhandiftheyhaveevermetsomeoneelsewiththesamename astheirs.Invitevolunteerstosharetheirst

7、orywiththerestoftheclass.Katie and KatieLesson Plan(continued)LEVELD D2 Learning AZ All rights reserved.www.readinga- Discusswithstudentssomeoftheproblemsthatmightarisefrombeinginthesameclasswithanother student who has the same name.Have students work in groups to discuss possible ways tosolvethesep

8、roblems.Invitevolunteerstosharetheirsolutionswiththerestoftheclass.Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what typeofbookitis(genre,texttype,andso

9、on)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsnames,illustratorsname).Introduce the Reading Strategy:Retell Explaintostudentsthatengagedreadersstopnowandthenwhilereadingtoretellintheirmindwhat is happening in the story.Point out that retelling he

10、lps readers remember and understand whattheyarereading.Explaintostudentsthataretellingincludesasmanydetailsasthereadercan remember,not just the most important details in the story.Explainthatwhentheyretellastory,theeventsneedtoberetoldinthecorrectorderfortheretelling to make sense.Modelretellingafam

11、iliarstoryindetail,suchasJack and the Beanstalk.Asyouspeak,draw on the board simple pictures that illustrate the retelling.Think-aloud:When I read,I frequently stop and review in my mind everything I have read to that point.For instance,if I were reading the story JackandtheBeanstalk and stopped in

12、the middle to retell to myself what I read,it would go something like the following:A young boy and his mother live in a run-down old house,with very little money.They have one cow and no other animals.The family is so poor that the mother decides to sell the cow and tells her son,Jack,to take it to

13、 the market to exchange it for money.As Jack is walking down the road with his cow,he comes upon a curious traveler.The man is wearing odd clothes and a big hat that shadows his face.He tells Jack that he would be willing to take the cow in exchange for three magic beans.Jack jumps at the chance,and

14、 he returns home with only three beans in his pocket.His mother is so mad at him for his foolish trade that she throws the beans out the window and sends Jack to bed without any supper.After retelling the events in my mind,I would continue reading the story.How would I complete my retelling once I h

15、ad finished reading JackandtheBeanstalk?Havestudentsdiscusswithapartnertheremainingeventsinthestory.Invitevolunteerstosuggest details to include in the remainder of the retelling,and continue to retell the story in thecorrectsequenceuntiltheend.Addmorepicturestotheboardasyoufinishtheretelling.Havest

16、udentsplacestickynotesonpages4,6,9,and12.Explaintostudentsthatastheyread,they should stop on every page with a sticky note to retell in their mind the events of the story up to that point.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section

17、.Introduce the Comprehension Skill:Problem and solution Explaintostudentsthatinmoststoriesacharacterisfacedwithaproblemthatneedstobesolved.Write the words problem and solutionontheboard.Explaintostudentsthataproblemis a difficulty or a puzzle confronting the character,and a solution is the action ta

18、ken to resolve the issue.Pointoutthatcharactershaveproblemsinstoriesbecausepeoplehaveproblemsineverydaylife.Have students work in groups to discuss problems they had last week and how they solved them.Invitevolunteerstoshareaproblemandsolutionwiththerestoftheclass.DrawaT-chartontheboard,andlabelthel

19、eftsideProblems and the right side Solutions.Write the following sentence beneath the Problems heading:I forgot my lunch.Katie and KatieLesson Plan(continued)LEVELD D3 Learning AZ All rights reserved.www.readinga- Modeldeterminingpossiblesolutionsforaproblem.Think-aloud:When a problem arises,I can d

20、eal with it in different ways.For example,if I forgot my lunch one day,I would have a problem.I would be hungry and grouchy if I didnt eat,so it would be a difficulty confronting me.How could I solve this dilemma?One possible solution I could try would be borrowing money to buy lunch.I could also go

21、 back home,pick up my lunch,and return to school.Or,I could ask my friends if they had a little bit extra to share with me.These are three different solutions to this problem.To choose a solution,I think about the effects of each one and decide which solution works best for me.Writethepossiblesoluti

22、onsintherightcolumnofthechart.Drawalinebeneaththecorresponding problem and solutions.Havestudentsdiscusswithapartnerthesolutiontheywouldchoose,andwhy.Invitevolunteersto share their reasoning with the rest of the class.WritethefollowingsentencebeneaththeProblems heading:I didnt complete my homework.H

23、ave students work in groups to discuss possible solutions to the problem,then invite volunteers to share a solution with the rest of the class.Record solutions beneath the Solutions heading in the chart.Discusswithstudentswhichsolutiontheythinkisthebestoption,andaskstudentstoexplaintheir reasoning.E

24、rasetheinformationfromtheboard,andexplaintostudentsthattheywillusethischart to help organize their discussion of the problem and solution in Katie and Katie.Introduce the VocabularyWhilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,while looking at the picture on page

25、 5,you might say:How many students do you see in this class?I count eight students and one teacher.Remember,a class is a group of students who are brought together to learn.Remind students to look at the pictures and the letters with which a word begins to decode difficultwords.Forexample,pointtothe

26、wordstudentonpage4andsay:I am going to check the picture and the beginning letters to help myself decode this difficult word.The picture shows a new girl being brought into the classroom by the teacher.However,the world girl begins with the/g/sound,and this word begins with an st-blend,which makes t

27、he/st/sound.I know,though,that when a new person joins the class,she or he becomes a student.The word student begins with the/st/sound,and it makes sense in this sentence.The word must be student.Writethewordboth on the board and read it aloud,then have students repeat.Review with students the initi

28、al and final sounds in the word.Have students work with a partner to skim the book,find the word both,andpointtoit.Askallstudentstoturntoapagecontainingthewordboth.Read the sentence aloud with students,and discuss the meaning of the word both on the basisofitscontext,bothinthesentenceandthepicture.R

29、epeattheprocesswiththeremainingstory-criticalvocabularywords.Havestudentsworkwithapartnertocreateoralsentencesforallofthevocabularywords.Invitevolunteerstoshareasentencewiththerestoftheclass.Set the Purpose HavestudentsreadtofindoutaboutKatieandKatiesproblem.Remindthemtoretell as they read and to th

30、ink about the problem in the story and how they might solve it.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage6.Encouragethose who finish early to go back and reread.Katie and KatieLesson Plan(continued)LEVELD D4 Learning AZ All rights reserved.www.readinga- M

31、odelretelling.Think-aloud:I see a sticky note on the bottom of page 5,which reminds me to stop and retell.What has happened so far?The story begins with a girl named Katie who loves school.Then,a new girl joins her class,and she has the same name.However,when the teacher asks Katie to read,they both

32、 start to read at the same time.That is how I would retell the beginning of the story.Drawpicturesontheboardthatrepresentyourretelling.Pointouttostudentsthattheretellingisinyourownwords,notjustarepetitionofthewordsinthetext.Have students work with a partner to retell the events of the story in these

33、 first few pages.Remindthemtousetheirownwordsintheretelling.Askstudentstodrawpicturesthatrepresenttheirretelling.Invitevolunteerstosharetheirretellingandpictureswiththerestoftheclass.Havestudentsworkingroupstoidentifytheprobleminthisstory.Callongroupstosharetheproblem with the rest of the class,and

34、guide students to a class consensus on the wording of the problem(Katie and Katie have the same name,so they never know which of them is being called on).Record the problem in the left column of the T-chart on the board.Havestudentsdiscusswiththeirgrouppossiblesolutionstothisproblem.Promptstudentsgr

35、oupswithquestionssuchasthefollowing:What would you do if you were Katie?Have you seen a problem like this before?How did the students with the same name solve their problem?Invitevolunteerstosharetheirsolutionswiththeclass,andrecordthembeneaththeSolutions heading in the T-chart.Check for understandi

36、ng:Havestudentsreadtotheendofpage9.Remindthemtostopateverysticky note to retell.Have them retell the events of the story to a partner.AskstudentstonodiftheKatieshavesolvedtheproblemandtoshaketheirheadiftheyhavenot.Remind students that characters usually solve the problem toward the end of the story,

37、so they will need to keep reading to find out what Katie and Katie will do.Havestudentsdiscusswithapartnerthepossiblesolutionsontheboardanddecidewhich onetheywouldchoose.Invitevolunteerstosharewiththerestoftheclasstheirchoiceand the reasoning behind it.Then,have students point to the solution on the

38、 board that they think the Katies will use.Havestudentsreadtheremainderofthebook.Remindthemtoretellstoryeventsintheir mind at every sticky note and to watch for the solution to the problem.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be

39、addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy RetellindetaileventsofthestoryafterBillytellsKatieitsherturntolead.Think-al

40、oud:At the end of the story,the Katies are still having trouble with their shared name.They both try to lead the line.Finally,they are so upset that they get in a fight.The first Katie declares that she is Katie,and the second Katie argues that she is Katie.The class is watching them,and when others

41、 ask the girls what they are going to do,they come up with a good compromise.One Katie decides she can be called Kate,and the other decides she will go by Kat.The class agrees that it is a great idea,and everyone is happy.That is how I would retell the ending.Have students work with a partner to ret

42、ell the entire story from beginning to end.Remind them to use their own words,and encourage them to draw pictures to accompany their retelling.Callonstudentstosharetheirretellingwiththerestoftheclass.Discusswithstudentshowretellingthestoryhelpedthemrememberandunderstandwhat they read.Katie and Katie

43、Lesson Plan(continued)LEVELD D5 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Reviewwithstudentstheproblem-and-solutionT-chartontheboard.Discusswithstudentsthesolutionfromthestory.Ifthesolutionfromthestoryisalreadyontheboard,havestudentspointtoit.Ifnot,ad

44、dittotherightsideoftheT-chart.Have students work in groups to discuss whether they think the Katies made a good decision intheirsolution.Invitevolunteerstosharetheirthoughtswiththerestoftheclass.Discusswithstudents how the story would have been different if Katie and Katie had solved their problem i

45、n a different way.Independent practice:Introduce,explain,andhavestudentscompletetheproblem-and-solution worksheet.Havethemworkinpairstochecktheirwork.Discusstheiranswersaloud.Enduring understanding:Inthisstory,KatieandKatiehavetofigureoutawaytogetalongintheirclassroom even though they have the same

46、name.What other types of problems do students encounter in the classroom?How can they solve them?Build SkillsPhonological Awareness:Initial consonant/k/sound SaythewordKatie aloud to students,emphasizing the initial/k/sound.Have students say the word aloud and then say the/k/sound.Havestudentsworkin

47、groupstobrainstormtogenerateotherwordsthatbeginwiththe/k/sound.Invitevolunteerstoshareawordwiththerestoftheclass,andhaveotherstudentsgive a thumbs-up signal if they agree the word begins with the correct sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsclaptheir desk if the

48、 word begins with the/k/sound:cat,both,king,corn,dig,top,and kiss.Phonics:Initial consonant Kk WritethewordKatie on the board and read it aloud with students.Havestudentssaythe/k/soundaloud.Then,runyourfingerunderthelettersintheword asstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepr

49、esentsthe/k/sound in the word Katie.Writethewordcat on the board and read it aloud with students.Have students identify the letterthatrepresentsthe/k/soundintheword.ExplaintostudentsthatbothlettersKk and Cc can create the/k/sound,but students should focus on words that begin with the letter Kk.Haves

50、tudentspracticewritingtheletterKk on a separate piece of paper while saying the /k/sound.Check for understanding:Write the following words that begin with the/k/sound on the board:kit,koi,keep,kite,Kat,and kick.Sayeachword,oneatatime,andhavevolunteerscometo the board and circle the initial Kk in eac