原版英语RAZ 教案raz_laa29_in_lp.pdf

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1、1InLesson PlanLeveLaaaa Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Fantasy Page Count:10 Word Count:24Book SummaryThe enthusiastic monkey cant resist jumping into everythingthe boat,the grass,the mud,and finally the bathtub.Humorous illustrations provide support for

2、 new vocabulary,and young readers will enjoy the monkeys antics.About the LessonTargeted Reading Strategy Make,revise,and confirm predictions Objectives Make,revise,and confirm predictions to understand text Sequence story events Discriminate initial consonant/w/sound Identify initial consonant Ww U

3、nderstand and identify verbs Identify position wordsMaterialsGreen text indicates resources available on the website BookIn(copy for each student)Chalkboard or dry erase board Sequence events,initial consonant Ww,position words worksheets Indicates an opportunity for students to mark in the book.(Al

4、l activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.High-frequency words:the Content words:Story critical:bathtub(n.)

5、,boat(n.),car(n.),grass(n.),house(n.),in(prep.),mud(n.),wagon(n.),water(n.)Before ReadingBuild Background Make a circle around yourself on the floor with a piece of string.Ask students to tell where you are(in the circle).Using the response technique of thumbs-up/thumbs-down,ask students to give yes

6、/no answers for the following questions:Who likes to be in a car?Who likes to be in a bathtub?Who likes to be in a house?Who likes to be in bed?(Add other questions if desired.)Write the word in on the board.Tell students that this word tells where something is,or its position.Provide an example:We

7、are in our classroom.Ask students to name and discuss other places they have been in.2InLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Show students the front and back covers of the book and read the title with them.Ask what they think they m

8、ight read about in a book called In.(Accept all answers that students can justify.)Show students the title page.Discuss the information on the page(title of book,authors name,illustrators name).Write the following repetitive phrase on the board:In the _.Read the phrase aloud,pointing to the words as

9、 you read them to students.Have students read the words aloud.explain that these words repeat throughout the bookIntroduce the Reading Strategy:Make,revise,and confirm predictions explain that good readers make predictions,or guesses,about what will happen in a story.explain that making predictions

10、can help people make decisions,solve problems,and learn new information.emphasize that making predictions is more important than whether the prediction is right,or confirmed.Model making a prediction.Think-aloud:As I look at the picture on the cover and read the title,I see a monkey going in the mud

11、.I predict that this book will be about a monkey that goes in many things.I wonder what things the monkey might go in.Maybe the monkey will go in water after going in mud.Have students make a prediction based on the pictures on the covers.Invite them to share their predictions.As students read,encou

12、rage them to use other reading strategies in addition to the targeted strategy presented in this section.Introduce the Comprehension Skill:Sequence events Review or explain that stories are generally told in order from beginning to end.Model sequencing the main events of the story The Three Little P

13、igs.Write key words about each event in order on the board as you describe them to students.Think-aloud:If I want someone to be able to retell the story of The Three Little Pigs,he or she needs to include certain events in order to tell the story correctly.In this story,the first event that happens

14、is that the first little pig builds a house out of straw.Next,the second little pig builds a house out of sticks.Then,the third pig builds a house out of bricks.After that,the wolf blows down the first pigs house.Then,he blows down the second pigs house.Last,he tries to blow down the third pigs hous

15、e,but he cant.explain that certain words are often used to explain a sequence of events.Read the list of events on the board to students in order,using words such as first,next,then,and last.Ask students to identify sequencing words in the example.Have a volunteer use the key words on the board to s

16、equence the events of the story out of order.Ask students to explain why the order of the steps is important(the sequence does not make sense out of order).Point out the difference between the sequence of events listed on the board and a retelling of The Three Little Pigs(the retelling contains more

17、 detail and description;the list shows only the events that were most important for someone to understand the story).Ask students to provide examples of details from the story that are not included in the sequence of events.Introduce the Vocabulary While previewing the book,reinforce the vocabulary

18、words students will encounter.For example,while looking at the picture on page 3,you might say:Look at the monkey.It is in the car.Remind students to look at the picture and the letters with which a word begins or ends to figure out a difficult word.For example,point to the word water on page 7 and

19、say:I am going to check the picture and think about what would make sense to figure out this word.The picture shows the monkey jumping into the pond.When I look at the first part of the word,it starts with the/w/sound.However,the word pond starts with the/p/sound,so this cant be 3InLesson Plan(conti

20、nued)LeveLaaaa Learning AZ All rights reserved.www.readinga-the word.I know that a pond has water in it.The word water starts with the/w/sound.The sentence makes sense with this word.The word must be water.Set the Purpose Have students read to confirm that their predictions about what the monkey is

21、in based on the pictures.Remind them to think about what happens first,next,and so on.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word on page 3(In).Point out to students where to begin reading on each page.Remind them to r

22、ead the words from left to right.Ask students to place a finger on the page number in the bottom corner of the page.Have them read to the end of page 6,using their finger to point to each word as they read.encourage students who finish before others to reread the text.When they have finished,ask stu

23、dents if they can confirm the prediction they made.Ask them to tell you the places the monkey has been in.Think-aloud:After reading these pages,I know that the monkey went in several places.He went in the wagon,in the boat,and in the car.I wonder where the monkey will jump in next.Since its in the h

24、ouse,maybe it will jump into its bed.Ill keep reading to find out if my prediction is correct.Cut out pages 36 from an extra copy of the book.Place the pages out of order in a pocket chart.Discuss the sequence of events and have volunteers place the pictures in the correct order.Have a volunteer ret

25、ell the sequence of events using the words first,next,and then.Check for understanding:Have students read to page 8.encourage them to share whether or not their predictions were confirmed.(Accept all answers that show students understand how to make and confirm predictions.)Ask students to think abo

26、ut the sequence of events as they read.Have students read the remainder of the book.Remind them to make and confirm predictions as they read.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follo

27、ws.After Reading Ask 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 context clues.Reflect on the Reading Strategy Think-aloud:When I read page 9,I thought about the prediction I made when I was looking at

28、 the front cover.I said that the monkey would go in the water.It did go in the water,but it also went into the mud.My prediction was partially correct;the picture on the cover was of the monkey going in the mud,not the water.Now I know that the monkey went in the mud and then in the bathtub to clean

29、 up.Ask students to explain how making predictions helped them understand and enjoy reading the information in the book.Reflect on the Comprehension Skill Discussion:Review the sequence of events with students using the cut-up pictures in the pocket chart.Have volunteers use the sequencing words to

30、orally retell the sequence of events.Independent practice:Introduce,explain,and have students complete the sequence events worksheet.If time allows,discuss their answers.4InLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga- Enduring understanding:In this book,you learned t

31、hat the monkey went in many places.Now that you know this information,where do you think the monkey might have come from?Build Skills Phonological Awareness:Initial consonant/w/sound Say the word water aloud to students,emphasizing the/w/sound.Have students say the word aloud and then say the/w/soun

32、d.Read page 7 aloud to students.Have them raise their hand when they hear a word that begins with the/w/sound.Check for understanding:Say the following words one at a time and have students give the thumbs-up signal if the word begins with the/w/sound:house,wagon,car,window,boat.Phonics:Initial cons

33、onant Ww Write the word water on the board and say it aloud with students.Have students say the/w/sound aloud.Then run your finger under the letters in the word as students say the whole word aloud.Ask students to tell which letter represents the/w/sound in the word water.Have students practice writ

34、ing the letter Ww on a separate piece of paper as they say the sound the letter represents.Check for understanding:Write the following words that begin with the/w/sound on the board,leaving off the initial consonant:wet,with,win.Say each word,one at a time,and have volunteers come to the board and a

35、dd the initial consonant Ww to the words.Have students practice writing each word on a separate piece of paper.Then have them read the words aloud to a partner.Independent practice:Introduce,explain,and have students complete the initial consonant Ww worksheet.If time allows,discuss their answers.Gr

36、ammar and Mechanics:Verbs Ask students to jump in place.Ask a volunteer to tell what he or she did(jump).explain to them that some words name actions.These words are called verbs.Invite students to name other action words they know.Have students turn to page 3 in their book.Ask students to name an a

37、ction word that tells how the monkey got into the car(jumped).Have students turn to page 4.Invite them to share other verbs that describe how the monkey got in the wagon.Check for understanding:Have students reread the story with a partner and share action words that tell how the monkey got in the d

38、ifferent places.Word Work:Position words Ask students to name the book they just read(In).Tell students that the word in tells where something is.The word on is another word that tells where something is.Put a piece of paper in a book and tell students that the paper is in the book.Put the piece of

39、paper on top of the book and tell students that the paper is on the book.Tell students that you are going to play a game like Simon Says.However,they are only to do what you say if you use the word in.Say the following:Put your fingers in your ears.Put your hand in the air.Put your hands on your hea

40、d.Put your tongue on your nose.Put your book on your chair.Put your foot in the air.Put your chin on your chest.Put your nose on your knee.Independent practice:Introduce,explain,and have students complete the position words worksheet.If time allows,discuss their answers.5InLesson Plan(continued)Leve

41、Laaaa Learning AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allow students to read their book independently.Additionally,allow partners to take turns reading parts of the book to each other.Home Connection Give students their book to take home to read with parents,caregivers

42、,siblings,or friends.Have them practice sequencing events from the story with someone at home.Extend the ReadingWriting and Art ConnectionMake a class book in which each student adds a new place for the monkey to be in.Have students begin their page with In the _.Help students add the word.Ask them

43、to draw a picture for each place they put the monkey.Read the book with the class.Art Connection Provide shoeboxes or ask students to bring one from home.Provide markers,construction paper,scissors,and glue for students to use to make an“in”box.They can use it to store papers or projects,or to keep

44、their assignments or treasures.Assessment Monitor students to determine if they can:make predictions based on picture information and then read to confirm predictions during discussion accurately sequence the events in the book during discussion and on a worksheet correctly discriminate words that b

45、egin with the/w/sound during discussion accurately identify and write the letter symbol that stands for the/w/sound during discussion and on a worksheet accurately identify and use verbs during discussion accurately identify and use position words during discussion and on a worksheetComprehension Check Retelling Rubric