原版英语RAZ 教案H17-Nami's Gifts.pdf

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1、Namis GiftsLesson PlanLeveLH H1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:220Book SummaryNami has a problem:She must make the perfect gift for each person in her family.It is her family tradition.She cannot think of the perfec

2、t gift for Aunt Hoshi.What will she make for her aunt?Namis Gifts provides the opportunity to introduce the story elements of problem and solution to emergent readers.Pictures support the text.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandr

3、ememberstoryevents Identifyproblemandsolution Discriminatefinalconsonantblend/st/Identifyfinalconsonantblendst Identifyandusepast-tenseverbs Recognizeandwritethehigh-frequencywordthemMaterialsGreen text indicates resources available on the website BookNamis Gifts(copy for each student)Chalkboardordr

4、yeraseboard Problem and solution,consonant blend st,past-tenseverbsworksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabul

5、ary High-frequency words:here,know,next,made,put,saw,then,went,were Content words:clues,collects,gift,traditionBefore ReadingBuild Background Askstudentswhethertheyhaveevermadeandgivengiftstofamilymembers.Discussthetypesof gifts students have made and the people to whom they have given them.Askstude

6、ntswhethertheyhaveeverhadtroubledecidingwhattypeofgifttogivesomeone.Discusswhattheydidtofindtherightgift.Namis GiftsLesson Plan(continued)LeveLH H2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.As

7、kwhat they think they might read about in a book called Namis Gifts.(Accept any answers that students can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Retell Explainthatgoodreadersstopnowandthenduringreading

8、toretellintheirmindwhatishappening in the story.Stopping to retell the events of the story helps readers remember and understand what they are reading.Explainthatwhenpeopleretellastoryorevent,theyexplainthedetailsinorder.Pointoutthatpeople retell stories as part of their daily lives,such as sharing

9、what happened at school or the events on a television show.Modelretellingafamiliarstoryindetail,suchasLittle Red Riding Hood.Think-aloud:In Little Red Riding Hood,Little Red Riding Hood finds out that her grandmother is not feeling well,so she decides to go visit her.First,she packs a basket full of

10、 food and begins her trip down the path through the woods.Next,she stops to pick some flowers for her grandmother.A wolf sees her and stops to talk with her.When Little Red Riding Hood says that she is on her way to visit her grandmother,the wolf leaves her to go to the grandmothers house.Then,the w

11、olf swallows the grandmother and waits to swallow Little Red Riding Hood.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages6,9,12,and15.Explainthatastheyread,theyshouldstop on these pages to think about what

12、 has happened so far in the story.encourage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explainthatmosts

13、torieshavecommonparts.Moststorieshaveaproblem that the main characterneedstosolveorfixbyfindingasolution.Modelhowtoidentifyaproblemandsolutionusingafamiliarstory.Think-aloud:In the story Little Red Riding Hood,Little Red Riding Hood could not escape the wolf at her grandmothers house.This was a prob

14、lem for her because the wolf was able to swallow her up.However,when a woodsman saw the wolf in the grandmothers house,he knew something was wrong.He rescued Little Red Riding Hood and her grandmother from the wolf.Havestudentsthinkoffamiliarstoriestoshare.Discusstheproblemsandsolutionsofotherfamili

15、ar stories.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounterinthestory.For example,while looking at the picture on page 4,you might say:It looks as though Nami might make some special gifts for everyone.It is a family tradition for each person to make g

16、ifts for other family members.Remindstudentstolookatthepicturesandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordplantsonpage5andsay:I am going to check the picture and think about what would make sense to figure out this word.The picture shows Grandma Kato wa

17、tering her flowers.When I look at the first part of the word,it starts with/p/.However,the word flowers starts with the/f/sound,so this cant be the word.I know that some people call flowers plants.The word plants starts with the/p/sound.The sentence makes sense with this word.The word must be plants

18、.Namis GiftsLesson Plan(continued)LeveLH H3 Learning AZ,Inc.All rights reserved.www.readinga-Set the Purpose HavestudentsreadtoidentifyNamisproblemandhowshesolvesit.Remindthemtostopreadingattheendofeachpagewithastickynotetoretellquicklyintheirmindthedetailsofthe story so far.During ReadingStudent Re

19、ading Guide the reading:Give students their copy of the book.Have them read to the end of page 6 and thenstoptothinkaboutwhathashappenedsofarinthestory.Encouragestudentswhofinishbefore others to reread the text.Modelretellingandidentifyingtheproblemandsolution.Think-aloud:I stopped after a few pages

20、 to retell in my mind what I had read so far.I learned that Nami had the job of making special gifts for everyone in her family according to their tradition.Her problem was finding the perfect gift for each person.She made a flowerpot for Grandma Kato and sugar cookies for Grandpa Kato.So far,Nami h

21、as chosen things that her family loves.I can keep reading to find out the solution to Namis problem.Introducetheproblem-and-solutionworksheet.Have students write information they know so far about the problem and solution on their worksheet.Check for understanding:Havestudentsreadtotheendofpage9.Hav

22、ethemretellwhattheyhaveread and write any additional problem and solution information on their worksheet.Havestudentsreadtheremainderofthebook.Remindthemtoretellwhattheyhavereadsofarand think about the problem and solution to help them understand information as they read.Havestudentsmakeasmallquesti

23、onmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the

24、Reading Strategy RetellindetailtheeventsofthestoryafterNamidecidedtolookforclues.Think-aloud:Nami saw her aunts baseball key ring.Then she noticed her aunts socks with tiny baseball players on them.Finally,she saw her aunt reading a book about baseball.Then Nami knew exactly what to do.The family be

25、gan to open their gifts,and they all smiled when they opened the gift made just for them.Aunt Hoshi jumped up and said“Lets play ball!”Then the family took Aunt Hoshis baseball and bat to the basement.They played ball late into the night.Havestudentsretellthestoryfromthebeginningtoapartner.Listenfor

26、whethertheyincludethe following:correct events in detail,events in order,main characters,problem,and solution.Reflect on the Comprehension Skill Discussion:Discusswithstudentstheproblemandsolutioninthestory.Independent practice:Havestudentscompletetheproblem-and-solutionworksheet.Iftimeallows,discus

27、s their answers.Enduring understanding:In the story,Nami has a problem.She must choose the perfect gift for each member of her family.She thinks about the things that each family member loves and then makes a gift for them.She uses clues about her family members to choose the perfect gifts.Now that

28、you know this information,why is it important to think about what people like when choosing gifts for them?Namis GiftsLesson Plan(continued)LeveLH H4 Learning AZ,Inc.All rights reserved.www.readinga-Build Skills Phonological Awareness:Discriminate final consonant blend/st/Saythewordfirstaloudtostude

29、nts,emphasizingthefinal/st/sound.Havestudentssaythewords aloud and then say the/st/sound.Readpage13aloudtostudents.Havethemgivethethumbs-upsignalwhentheyhearawordthat ends with the/st/sound.Check for understanding:Say the following words one at a time and have students give the thumbs-upsignalifthew

30、ordendswiththe/st/sound:just,fast,best,clay,plants,rest.Phonics:Final consonant blend st Writethewordsfirst,mast,and post on the board and say them aloud with students.Havestudentssaythe/st/soundaloud.Thenrunyourfingerunderthelettersinthewordsasstudents say each whole word aloud.Ask students which t

31、wo letters together stand for the/st/sound in the words first,mast,and post.Check for understanding:Write the following words that end with the/st/sound on the board,leavingoffthefinalblend:rust,chest,last,boast.Say each word,one at a time,and have volunteerscometotheboardandaddthefinalst blend in e

32、ach word.Have students practice blending the sounds together to say each word.Independent practice:Introduce,explain,and have students complete the consonant-blend-st worksheet.If time allows,discuss their responses.Grammar and Mechanics:Past-tense verbs Havestudentsturntopage13.Readthesentencesalou

33、dwithstudents.Pointtothewordsmiled.explain that the word smiled is a verb and that it refers to an action that happened in the past.Invitestudentstotellthepresent-tenseformoftheword(smile).Point out the-ed ending on the word smile.explain that the ed letter combination on the end of a verb tells rea

34、ders that the action happened in the past.Havestudentsrereadpage13.Pointtothewordopened.Invitestudentstotellthepresent-tenseform of the word(open).Check for understanding:Write the words jump,like,and love on the board.Have students write each word in its past tense on a separate piece of paper.Inde

35、pendent practice:Introduce,explain,and have students complete the past-tense-verbsworksheet.If time allows,discuss their responses.Word Work:High-frequency word them Tellstudentstheyaregoingtolearnawordthattheywilloftenseeinbookstheyread.Writetheword them on the board and read the word aloud.Have st

36、udents read the word with you.Havestudentswritethewordonasheetofpaper.Encouragethemtopracticewritingthewordseveral more times on the paper.Readpage11aloudtostudents.Pointtothepictureofthesocks.Askstudentstoidentifyhowmany socks are in the picture(two).Point to the word them in the sentence.explain t

37、hat the word them is used to refer to more than one person or thing.Check for understanding:Have students use the word them in oral sentences to identify two or more things in the classroom.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsr

38、eadingparts of the book to each other.Namis GiftsLesson Plan(continued)LeveLH H5 Learning AZ,Inc.All rights reserved.www.readinga-Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents retell the story to someone at home.Remind them to focus on th

39、e problem and solution in the retelling.Extend the ReadingRealistic Fiction Writing ConnectionHave students draw a picture of a gift they would like to give and the person to whom they would like to give it.Have them write sentences to tell about their picture.visit Writing AZ foralessonandleveledma

40、terialsonrealisticfictionwriting.Social Studies Connection Discussthefamilytraditionsthatstudentshavearoundtheholidays.ProvideInternetandotherresources about the holiday traditions of countries around the world and discuss them with students.Skill Review Discussioncards covering comprehension skills

41、 and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distri

42、butebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:accuratelyandconsistentlyretellthestoryduringdiscussiontounderstand

43、text accuratelyidentifyproblemandsolutionduringdiscussionandonaworksheet accuratelydiscriminatethefinalconsonantblend/st/soundduringdiscussion correctlyidentifyandwritethelettersymbolsthatstandfortheconsonantblend/st/soundduring discussion and on a worksheet accuratelyidentifyandunderstandtheuseofpast-tenseverbsduringdiscussionandon a worksheet accuratelyrecognize,read,write,andusethehigh-frequencywordthem during discussionComprehension Checks BookQuiz Retelling Rubric