原版英语RAZ 教案D76-Let's Make a Bird Feeder.pdf

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1、Lets Make a Bird FeederD D1 Learning AZ All rights reserved.www.readinga-Focus Question:What are the steps for making a bird feeder?Book SummaryText Type:Nonfiction/How ToHave you ever made a bird feeder?Lets Make a Bird Feeder provides students with a step-by-step guide on how to make a bird feeder

2、 using a pan,birdseed,fruit,and water.Simple instructions and photographs support student learning.The book can also be used to teach students how to visualize to understand text and to sequence events.Guiding the ReadingBefore ReadingBuild Background Havestudentsraisetheirhandiftheyhaveeverseen or

3、made a bird feeder.Have students draw a picture of a bird feeder theyve seen or what they think a bird feeder might look like.Invite students to share their drawings with the class.Discuss as a class what a bird feeder needs to have.Record all responses on the board.Explain to students that they are

4、 going to read a book that explains how to make a bird feeder,step-by-step.Ask students what steps might be involved in making a bird feeder.Have them share their answers.Introduce the Book GivestudentstheircopyofLets Make a Bird Feeder.Guidethemtothefrontandbackcoversand read the title.Have student

5、s 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).Introduce the Reading Strategy:VisualizeExplain to stude

6、nts that engaged readers visualize,or create pictures in their mind,while they are reading.Explain that effective readers visualize what a book is going to be about before they begin reading,and continue to visualize as they read.Further explain that readers can use the photographs in a book to help

7、 them with their visualizations.Ask students to close their eyes and create a picture in their mind as you read page 4 aloud.Have students draw a picture of what they visualized.Ask volunteers to share their pictures with the group.Then,show students the photograph on page 4.Ask students how their d

8、rawings compare to the photograph in the book.Introduce the Comprehension Skill:Sequence events Explaintostudentsthatthestepsinaprocedure,such as making a bird feeder,must be told in order,from beginning to end.Explain to students that when they describe the order of how to do Lesson EssentialsInstr

9、uctional Focus Visualize to understand text Sequence events Describe information provided by photographs Recognize and identify syllables Identify initial consonant Bb Recognize and use adjectives Identify and use the high-frequency words make,put,weMaterials Book:Lets Make a Bird Feeder (copy for e

10、ach student)Sequence events,initial consonant Bb,adjectives worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Starred(*)words appear in the lesson but not the book.High-frequency words:make,pu

11、t,we WordstoKnowStory critical:bird feeder(n.),birdseed(n.),dried(adj.),fruit(n.),hang(v.),slices(n.)Academicvocabulary:event(n.)*,sequence(v.)*Lets Make a Bird FeederD D2 Learning AZ All rights reserved.www.readinga-something,they are describing a sequence of events.Point out that transition words,

12、such as first,next,then,and last,are typically used when telling events in sequential order.Havestudentsworkingroupstodiscussthesteps followed when brushing their teeth.Invite volunteers to share the steps and record them on the board.Have students help place transition words at the beginning of eac

13、h step.Remind students that the word first works only with the first step and the word last works only with the last step.VocabularyHave students turn to the“Words to Know”box on the copyright page.Point out that these words can be found in the story and that understanding the meaning of each word w

14、ill help them better understand what they read.Read the words aloud to students,and as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set t

15、he Purpose Havestudentsreadtofindoutmoreaboutmakinga bird feeder.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.The

16、se 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.What ingredients do you need to make a bird feeder?(level 1

17、)page 4 What do you add after the dried apples?(level 1)page 7 What do you notice about how the fruit is placed in the pan?(level 2)pages 69 What might happen if water is not added?(level 2)multiple pages When can this birdfeeder be made?How do you know?(level 3)multiple pagesText Features:Photograp

18、hsExplain that photographs are helpful when reading because they provide the reader with important information.Have students work with a partner to review the pictures on pages 4,5,and 6.Ask students:Why do you think the author decided to use photographs instead of illustrations in this book?How do

19、the photographs help you better understand how to make a bird feeder?Would you be able to follow the written steps without the photographs?Why or why not?Have students review the other photographs and discuss how each one is helpful in supporting the text.Skill Review Modelhowtocreatevisualimagesbef

20、ore,during,and after reading.Have students turn to a partner and discuss why pausing while reading to visualize is important and why their visualizations might look different from the pictures in the book.Havestudentsdiscusswithapartnerthefirststeptomake a bird feeder.Invite a volunteer to share the

21、 answer and record it on the board using key words and pictures.Ask students what transition word should be used to describe this step.Write the word first on the board above the key words and pictures.Modelhowtosequenceevents.Think-aloud:Now that I know the first step in making a bird feeder,I need

22、 to figure out what step comes next.I will look at the next page in the book to help me.It says to add dried apple to the pan.This is the next step,so I will use the word next to help describe this step.On the next page,it says to add green grapes.I will use the word then to describe this step.I wil

23、l continue reading and using the pictures to help me sequence the steps.It is very important that I keep them in order because if I retell the steps in the wrong order the person I am telling them to will not be able to successfully make a bird feeder like the one in the book.Modelhowtocompletethese

24、quence events worksheet.Have students discuss with a partner whats going on in each picture before they put them in order.Then have them take turns telling the sequence of events while using transition words.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity t

25、o model how they can read these words using decoding strategies and context clues.Skill ReviewGraphic Organizer:Sequence eventsReview the sequence events worksheet that students completed.Invite volunteers to tell the sequence of events to the class.Record the transition words they used as they desc

26、ribe each event.Discuss with students that,other than first and last,the transition words can be used to describe any of the other events.Guiding the Reading(cont.)Lets Make a Bird FeederD D3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussion cards covering comprehension

27、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.Sample:To make a bird feeder you need a pan,birdseed,fruit,and water

28、.First,you add the birdseed to the pan.Then,you add different types of fruit.Finally,you add water and put it in the freezer.Once its frozen,you take it out of the pan and hang it outside.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Ident

29、ify syllables Explainthatallwordsaremadeupofsyllables,or wordchunks.Modelhowtoidentifysyllablesusingthe word feeder.Clap to identify each syllable in the word feeder(two syllables).Repeat the process with the word water(two syllables).Havestudentspracticeidentifyingsyllablesbyclapping out the syllab

30、les in the following words with a partner:birdseed,fruit,and freezer.Check for understanding:Say the following words one at a time,and have students clap their hands to show the number of syllables:bird,pan,berries,green,apple,fruit,and later.Phonics:Initial consonant Bb Writethewordbird on the boar

31、d,and say it aloud with students.Havestudentssaythe/b/soundaloud.Then,underline the letters in the word as students say the whole word aloud.Ask students to identify which letter represents the/b/sound in the word bird.HavestudentspracticewritingtheletterBb on a sheet of paper while saying the/b/sou

32、nd.Check for understanding:Write the following words that begin with the/b/sound on the board:berries,bike,bell,bend,and boat.Say each word one at a time and invite volunteers to come to the board and circle the initial Bb in each word while other students write the Bb on their paper.Independent pra

33、ctice:Introduce,explain,and have students complete the initial consonant Bb worksheet.If time allows,discuss their answers.Grammar and Mechanics:Adjectives Havestudentsturntopage6andreadthesentencealoud to them.Invite students to share the word that describes the apple(dried).Explaintostudentsthatwo

34、rdsthatdescribepeople,places,and things are called adjectives.Point out that the word dried is an adjective because it describes the apple.Havestudentsturntopage7,andreadthesentence aloud to them.Ask students to share the word that describes the grapes(green).Invite volunteers to share other words t

35、o describe the grapes.Record their answers on the board and remind them that they are examples of adjectives.Check for understanding:Have students work with a partner to find and highlight all the adjectives in the book.Invite students to share an adjective they found with the rest of the class.Have

36、 the other students raise their hand if they agree that the word is an adjective.Independent practice:Introduce,explain,and have students complete the adjectives worksheet.If time allows,discuss their answers.WordWork:High-frequency words make,put,we Writethewordsmake,put,and we on the board and rea

37、d them aloud with students.Explain to students that they will often see these words in books they read and that they should memorize them so they can decode these words right away.Spellthewordmake aloud with students and have them clap as they say each letter.Have students work with a partner and re

38、peat this exercise several times.Ask students to write the word make in the air with their finger as you spell it aloud with them,pointing to each letter as you say the letter name with the students.Readpage3aloudtostudentsandpointtotheword make.Have students read the sentence aloud as a class.Ask s

39、tudents to work with a partner and use the word make in a complete sentence.Invite volunteers to share their sentence with the class,and ask other students to clap twice if they used the word correctly.Repeattheaboveprocessforthewordsput and we.Check for understanding:Have students reread the story with a partner and circle the high-frequency words make,put,and we.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)