原版英语RAZ 教案F52-Super Thrift.pdf

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1、Super ThriftF F1 Learning AZ All rights reserved.www.readinga-Focus Question:How did Jen change during the story?Book SummaryText Type:Fiction/RealisticSuper Thrift tells the story of a girl who doesnt want to get a used bike from the thrift store.But after realizing how many cool and unique things

2、she could find at the thrift store,she changes her attitude and falls in love with her bike.Detailed illustrations and high-frequency words support emergent readers.This book can also be used to teach students how to sequence events as well as to identify and use the pronoun she in sentences.Guiding

3、 the ReadingBefore ReadingBuild Background Placeontheboardaphotographofanewbike.Ask students to share any experiences they have with riding bikes.Invite volunteers to share these stories with the class.Placeontheboardaphotographofanoldbike.Ask students to share with a partner how the two bikes are a

4、like and how they are different.Have students vote on which bike they would prefer to ride.Invite students to give reasons why they prefer one bike instead of the other.Introduce the Book Givestudentstheircopyof Super Thrift.Guidethem to the front and back covers and read the title.Have students dis

5、cuss 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.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:Make,revise,and co

6、nfirm predictionsExplain to students that effective readers make guesses about what is going to happen as they read a story.These guesses are called predictions.Emphasize that knowing how to make a prediction is more important than whether the prediction is right,or confirmed.These predictions give

7、readers a purpose while reading.Ask students to use the title and picture on the cover page to make a prediction before reading this book.Invite them to share their predictions with the class,and record these predictions on the board.Introduce the Comprehension Skill:Sequence events Explaintostudent

8、sthatastoryisaseriesofeventsthat happen in a particular order.First one thing happens,then something else,and so on.The way the events happen is called the sequence.Lesson EssentialsInstructional Focus Make,revise,and confirm predictions to understand text Sequenceeventsfromatext Describe details fo

9、und in illustrations in the text Segmentsyllables Identify short vowel i Recognize and use pronoun she Understand and arrange words in alphabetical orderMaterials Book:SuperThrift(copy for each student)Sequenceevents,pronounshe,alphabetical order worksheets Discussion cards Book quiz Retelling rubri

10、cVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:her,new,said WordstoKnowStory critical:look(n.),outgrown(v.),streamers(n.),superhero(n.),thrift store(n.),used(adj.)Super ThriftF F2 Learning AZ All rights reserved.www.readi

11、nga-Remind students that readers organize information inastoryindifferentways.Pointoutthatonewayto organize the information is to focus on the correct sequence of events.Have students share with a partner why they predict the sequence of events will be important in this story.VocabularyHave students

12、 turn to the“Words to Know”box on thecopyrightpage.Pointoutthatthesewordscanbefound in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to the students and as a group,discuss the meaning of each word.On the basis of the de

13、finitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose Havestudentsreadtofindouthowthemaincharacter,Jen,changes during the story.Write the Focus Question on the board.Invite students to look for

14、 evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the fo

15、llowing questions.Encourage students to support their answers by citing evidence from the book.Why does Jens dad want her to get a bike from the thrift store?(level 3)page 3 How does Jen feel when she first gets to the thrift store?(level 1)page 4 What does Jen find at the thrift store?(level 2)mult

16、iple pages How are Jen and her dad similar?(level 2)multiple pages How does Jen feel about her thrift-store bike at the end of the story?(level 3)pages 11 and 12Text Features:IllustrationsExplain that illustrations help readers to know exactly what something looks like.Have students look at the illu

17、stration on page 4.Ask students:How does this illustration show you how Jen feels about getting a bike from a thrift store?What details do you see in the illustration that enhance your understanding of the text?Have students review other illustrations in the book and discuss in groups why these illu

18、strations are important.Invite volunteers to share their ideas with the class.Skill Review Drawstudentsattentionbacktothepredictionson the board.Circle any predictions that have been confirmed and draw a line through any predictions that have been disproven.Ask students to work with a partner to bra

19、instorm a new prediction for the end of the story.Havestudentsworkingroupstoperiodicallyreviewthe sequence of events from this story.Modelsequencingeventsfromastory.Think-aloud:I know that sequencing events from a story can help me better understand and remember what I read.This book begins with Jen

20、 going to a thrift store for a used bike.Once she gets to the store,she discovers many cool things there.First,Jen finds a hat.Next,Jen finds sunglasses.Then,Jen finds flowers.As I continue reading,I will stop now and then to sequence the events from this story in order to better understand and reme

21、mber what I read.Modelhowtocompletethesequence events worksheet.Have students place the events from the story in the correct sequence.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 contex

22、t clues.Skill ReviewGraphic Organizer:Sequence eventsReview the sequence-events worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the class how they put the events into the correct order.Ask students how focusing on the sequence of events help

23、ed them better understand this story.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Questio

24、n.(Answers will vary.Example:In the beginning,Jen did not want a used bike from the thrift store.But once she realized how many cool things she could find at the thrift store,she decided to make her bike special and unique.In the end,she was happy with her bike after she changed her attitude about t

25、he thrift store.)Comprehension Checks Book quiz Retelling rubricGuiding the Reading(cont.)Super ThriftF F3 Learning AZ All rights reserved.www.readinga-Book Extension ActivitiesBuild SkillsPhonological Awareness:Segment syllables Explaintostudentsthateverywordcontainsone or more parts.These parts ar

26、e called syllables.Saythewordsuper.Clap at each syllable:su-per.Explain to students that you clapped two times because there are two parts,or syllables,in this word.Read the following words and have volunteers clap the number of syllables:look,outgrow,streamer.Check for understanding:Have students w

27、ork together to count the number of syllables in various wordsinthebook.Givestudentsanumberofsyllables,such as two,and have them search for words with two syllables.Repeat with another number of syllables.Phonics:Short vowel i Writethewordthrift on the board and read it aloud with students.Havestude

28、ntssaytheshortvowel/i/soundaloud.Then,run your finger under the letters in the word thrift as students say the whole word aloud.Ask students to identify which letter represents the short vowel/i/sound in the word thrift.Havestudentspracticewritingtheletteri on a separate piece of paper while saying

29、the short vowel/i/sound.Check for understanding:Write the following words that contain short vowel i on the board,leaving out the vowel:Jill,win,did,and trip.Saythewords,one at a time,and have volunteers come to the board and add the letter that represents the short vowel/i/sound to each word.Gramma

30、r and Mechanics:Pronoun she Explaintostudentsthatapronoun is a word that can be used in place of a noun.Write the word she on the board,and explain that she is a pronoun that can be used in place of a girls name.Havestudentsreadthefirsttwosentenceson page 3.Ask students to underline the pronoun she.

31、Then,have students identify which noun the pronoun she is replacing in the sentence(Jen).Repeatthisactivitywiththefirsttwosentences on page 4.Check for understanding:Have students reread the story with a partner and underline the pronoun she in the sentences.Then have partners circle the noun which

32、the pronoun she is replacing.Independent practice:Introduce,explain,and have students complete the pronoun she worksheet.If time allows,discuss their answers.WordWork:Alphabetical order Revieworexplaintheprocessofputtingalist of words in alphabetical order.Writethewordsbike,car,and truck on individu

33、al 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 correct order.Putstudentsintosmallgroups,andgiveeachgroup the following three words:hat,cape,and

34、sunglasses.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 Jen,dad,and store 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.