原版英语RAZ 教案D06-The Team.pdf

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1、1The TeamLesson PlanLeveLD D Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:10 Word Count:94Book SummaryEach member of a team is important.This book explains why a team needs each player by demonstrating the role of each person on a baseball

2、team.Teamwork is strongly enforced in this early reader,while realistic illustrations make the game come to life.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetoreadnewwordsandunderstandtext Identifymainideaanddetails Blendonsetandrimesounds Ident

3、ifyinitialconsonantBb Capitalizesentencebeginningsandpunctuatesentenceendings UsecontentvocabularyinoralsentencesMaterialsGreen textindicatesresourcesavailableonthewebsite BookThe Team(copy for each student)Chalkboardordry-eraseboard Mainideaanddetails,capitalizationandpunctuation,contentvocabularyw

4、orksheets Wordjournal(optional)Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonaninteractivewhiteboardorcompletedwithpaper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonV

5、ocabularyAZ.com.High-frequency words:as,has,have,is,very Content words:Story critical:baseball(n.),batter(n.),catcher(n.),pitcher(n.),players(n.),team(n.)Enrichment:important(adj.),infielder(n.),outfielder(n.)together(adj.)Before ReadingBuild Background Askstudentstotalkaboutteamsportstheyhavepartic

6、ipatedinorknowabout.Askthemwhatit means to be a member of a team and whether each team member is important.Askstudentswhattheyknowaboutthegameofbaseball.Askthemwhethertheycannamedifferent kinds of players on a baseball team.2The TeamLesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.

7、readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhat they might read about in a book called The Team.(Acceptanyanswersstudentscanjustify.)Askstudentswhatkindofteamisshownonthecover.Showstudentsthetitlepage.Discusstheinformationonthepage(title

8、ofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnew information they read.Remind them that thinking about what they already know about the topic of the book will help them under

9、stand what they read.Modelhowtoconnecttopriorknowledge.Think-aloud:I know that good readers think about what they already know about the topic of the book.When I look at the picture on the back cover,I see people standing on a kind of playing field.The field is shaped like a diamond.One of the peopl

10、e in the picture is holding a bat.I know that baseball players use a bat to hit a ball.After they hit the ball,they run to each base.This picture makes me think that the story will be about baseball.Using what I know about baseball can help me to read new words and understand what is happening in th

11、e story.Havestudentspreviewthefrontandbackcoversandtitlepageofthebook.Invitethemtosharehow they connected to something they know.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Modelforstudentshowidentifyingwit

12、heventsinthepicturesanddrawingonwhattheyknowabout the experience can help them read the new word on the page.Think-aloud:When I look at the picture on page 4,I see someone throwing a ball to a person holding a bat.In the game of baseball,the person who throws the ball to the batter is called the pit

13、cher.I know that the word pitcher starts with the/p/sound and ends with the/er/sound,so I can use this knowledge to read the word.When I use the word pitcher in the sentence,it makes sense.The word must be pitcher.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureout a d

14、ifficult word.Encouragestudentstoaddthenewvocabularywordstotheirwordjournals.Set the Purpose Havestudentsreadtofindoutabouttheteaminthestory.Remindthemtothinkaboutwhatthey know about baseball as they read.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpo

15、inttothefirstwordon page 3(Teams).Point to where to begin reading on each page.Remind students to read words from left to right.Point to each word as you read it aloud while students follow along in their own book.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofthepage.Havethemread to the

16、 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.Askstudentswhichbaseballplayerstheyhavereadaboutsofar.Askthemtosharehowtheyconnected to something that they know about baseball from the information on these pages.3The

17、 TeamLesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga- Modelmakingconnectionstopriorknowledge.Think-aloud:When I read page 6,it made me think about all the special equipment that catchers need to wear.They wear a special face mask and chest padding.I have seen how fast a p

18、itcher can throw a baseball.Catchers wear these special clothes to protect them.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknowastheyread.Havestudentsreadtheremainderofthebook.Remindthemtocontinuetothinkaboutwhatthey know about baseball as they read.Havestudentsmakeasmallquestionmarkint

19、heirbookbesideanywordtheydonotunderstand 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 Reading S

20、trategy Think-aloud:As I read page _,I thought about times I worked with others as a team.When everyone worked together,it took less time to finish.Check for understanding:Discuss with students how using what they already knew about teamwork helpedthemunderstandwhattheyread.Invitethemtosharehowtheyc

21、onnectedtopriorknowledge as they read.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Main idea and details Discussion:Ask students what new things they learned about teamwork from reading the book.Introduce and model:Explaintostudentsthatbookstheyreadha

22、veamainideathattellswhatthe book is about.The title of the book and the pictures can be clues to identify the main idea.Discuss with students the main idea of this book.(Each person on a baseball team is important.)Explain to them that there are facts in the book that tell about these people.Think-a

23、loud:I know the book is about how each person on a team is important.When I read page 4,I read about a pitcher.Baseball teams need pitchers.A pitcher throws the ball to the batter.This is a detail that tells about the main idea.Check for understanding:Havestudentsturntopage5intheirbook.Havethemtelly

24、ouanotherdetail that supports the main idea.Independent practice:Introduce,explain,andhavestudentscompletethemain-idea-and-detailsworksheet.If time allows,discuss their answers.Extend the discussion:Instruct students to use the last page of the book to draw a picture of the position on a team they w

25、ould most like to play.Ask them to share their picture with the group and tell why they would like to play the position they chose.Build SkillsPhonological Awareness:Blend onset and rime Askstudentstolistenasyousaytwopartsofawordandthenblendthemtogether:b-all;ball.Saytheonsetandrimeagainandhavestude

26、ntsblendthepartstogethertosaytheword.Saythefollowingwords,oneatatime,bysplittingthemintotheironsetandrime:t-eam;w-in;h-it;sp-ort;pl-ay.Havestudentssayeachpartofthewordandthenblendthepartstogethertosay the word.4The TeamLesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga-Phoni

27、cs:Initial consonant Bb Havestudentsturntopage3andputtheirfingeronthewordbaseball.Havethemreadtheword with you as you run your finger under the letters.Point out the letter Bb in the word baseball.Explain to students that the letter Bb stands for the/b/sound in the word baseball.Havestudentsturntopa

28、ge4andfindtwowordsthatstartwiththe/b/sound(ball,batter).Havethempointtotheletterineachwordthatstandsforthe/b/sound.Explaintostudentstheyaregoingtoreadsomewordsthatstartwiththe/b/sound.Writethefollowingwordsontheboard,leavingofftheinitialconsonantineachword:bat,bun,bet,bop,bit.Sayeachwordaloudtostude

29、nts.Havevolunteerscometotheboardandaddtheinitialconsonant Bb in the words.Check for understanding:HavestudentspracticewritingtheletterBb on a separate piece of paper while saying the sound the letter represents.Grammar and Mechanics:Capitalization and punctuation Havestudentsreadthefirstsentenceinth

30、ebook.Remindthemthattherearedifferentkinds of sentences and that sentences like this one tell the reader something.Remind students that a sentence always begins with a capital letter.Ask them to put their finger on the capital letter.Explaintostudentsthateverysentencehasasignalattheendsothereaderwil

31、lknowwhentostopreading.Havethemputtheirfingerontheperiod.Writethefollowingsentenceontheboardwithoutcapitalizationorpunctuation:the pitcher pitches.Ask students to tell what is wrong with the sentence(it needs to begin with a capital letter and end with a period).Check for understanding:Writethefollo

32、wingsentencesontheboard:the catcher catches the ball;A team has nine players;baseball is a team sport.Ask students to tell what needs to be corrected in each sentence.Independent practice:Introduce,explain,andhavestudentscompletethecapitalization-and-punctuation worksheet.If time allows,discuss thei

33、r answers.Word Work:Content vocabulary Explaintostudentsthatthewordstheyreadinthebookareusedtotellaboutthedifferentplayersonabaseballteam.Provideopportunitiesforthemtotalkaboutdifficultwords,suchasinfielder and outfielder.Ask students to find the word chunks that are the beginnings of each word(in a

34、nd out).Explain to them that some of the words tell what a person on the team is and what he or she does,such as pitcher and pitches.Ask students to think of other words like these(batter,bats,catcher,catches).Check for understanding:Dividestudentsintotwoteams.Assigneachstudentapositionontheteam and

35、 play a game of baseball with students.(pitcher,catcher,first base,second base,and so on).Astheyplayabriefgame,reviewthenamesofthepositions.Afterthegame,havestudentsreviewwhathappenedbyusingthecontentwordsinoralsentences.Independent practice:Introduce,explain,andhavestudentscompletethecontentvocabul

36、aryworksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.5

37、The TeamLesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga-Extend the ReadingWriting and Art ConnectionWritethefollowingsentenceontheboard:I like to play_.Brainstormalistofteamsportsthatstudents like to play.Ask students to choose one,write the sentence,and create an illustr

38、ation about their sentence.Display their work on a bulletin board titled Were Team Players!Social Studies ConnectionTellstudentsafictionalstoryabouttwoteammemberswhodontgetalong.Forexample:Will and Henry are on the same soccer team.Will thinks Henry doesnt pass the ball enough.Henry thinks Will is n

39、ot good enough to be on the team.Askstudentshowtheywouldsolvethisproblem.Discusstheimportanceofeveryonegettingachancetoplay,aswellastheconceptoffairplay.Askstudentstogiveexamplesofwhatitmeanstobeagoodsportandteammember.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitly

40、taughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwriteordictatearesponse Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for readi

41、ng.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:accuratelyrecognizethatusingpriorknowledgehelpsreadersunderstandwhattheyread correctlyidentifydetailsthatsupportthemainideaduringdiscussionandonaworksheet accuratelyblendonsetandrimeorallytosaywholewords accuratelyidentifywordsthathavetheinitialconsonantBb sound during discussion correctlycapitalizeandpunctuatesentencesduringdiscussionandonaworksheet correctlyusecontentwordsinoralsentencesandonaworksheetComprehension Checks BookQuiz Retelling Rubric