原版英语RAZ 教案K23-Animals, Animals.pdf

《原版英语RAZ 教案K23-Animals, Animals.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案K23-Animals, Animals.pdf（6页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Animals,AnimalsLesson PlanLeveLK K1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:268Book Summary Animals,Animals is about some of the fascinating animals in our world.Each page describes interesting facts and brings the wo

2、rld of animals to the reader.Pictures enhance the text.Book and lesson also available at Levels E and H.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetopriorknowledgetounderstandnonfictiontext Identifymainideaanddetails Identifyvoweldigraphsee and

3、 ea Identifyadjectivesandthenounstheydescribe IdentifyandusesynonymsMaterialsGreen text indicates resources available on the website BookAnimals,Animals(copyforeachstudent)Chalkboardordryeraseboard Dictionaries Mainideaanddetails,adjectives,synonymsworksheets DiscussioncardsIndicatesanopportunityfor

4、studentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaper andpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:camel(n.),elephants(n.),elk(n.),fox(n.),g

5、iraffes(n.),hippopotamus(n.),kangaroo(n.),polar bears(n.),snow leopards(n.),zebra(n.)Enrichment:antlers(n.),burrow(n.),coat(n.),grasslands(n.),manes(n.),pouch(n.),savannas(n.),trunks(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverbeentoazooorawildlifepark.Askthemtotellwhatkindsofanimalst

6、heysawthereandtonamesomeoftheirfavorites.Tellstudentsthatanimalsarelikepeopleinmanyways.Asistruewithpeople,animalshaveexceptional,orspecial,thingsaboutthemthatwemightnotbeabletoknowjustbylookingat them.Provide an example,such as:You may not know just by looking at me,but I am exceptionally good at _

7、.Askstudentstosharethingsthatarespecialaboutthemthatsomeonemaynotbeabletotelljustbylookingatthem.Animals,AnimalsLesson Plan(continued)LEvELK K2 Learning AZ,Inc.All rights reserved.www.readinga- Tellstudentsthatastheyreadthebook,theymayberemindedofinterestingfactstheyalreadyknowaboutthefeaturedanimal

8、s,andtheyalsomaylearnsomeinterestingnewdetails.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwha

9、titmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Askstudentswhethertheyarefamiliarwiththeanimalstheyseeonthecoversandtitlepage.Havethemshareanyfactstheyalreadyknowaboutthem.Thenaskthemtothinkaboutanythingtheymaybecuriousaboutregardingtheanimalstheyseei

10、ntheillustrations.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyreadinabook.Remindthemthattheyaremorelikelytounderstandwhattheyarereadingiftheyalreadyknowsomethingaboutthetopic.Tellstudentsthata

11、stheyread,theyshouldthinkabouttheirexperiencewiththetopictomakeconnectionstothenewinformation in the book.Modelhowtoconnecttopriorknowledge.Think-aloud:As I look at the cover of this book,I notice that the illustration is of a leopard.I already know that leopards are one kind of big cat.In the large

12、 illustration,it looks as if the leopard is climbing a mountain.I predict that the book is going to tell me where animals,such as this leopard and the fox on the back cover,live.I may learn other new information about these and other animals,but the page on leopards will be easier for me to read bec

13、ause I can connect the new information with what I already know.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Comprehension Skill:Identify main idea and details Remindstudentsthatamainideaisthegeneraltopicofabookorthesubjec

14、tofasectionofabook.Detailsaretheextrafactsordescriptionsthatgivethereadermoreinformation.Explaintostudentsthatauthorsoftengivedetailsaboutatopictohelpthereaderunderstandinformationthatmaybenewtothem.Providingdetailscanhelpthereaderpicturethesubjectmoreclearlyinhisorhermind.Provideasimplemodelofident

15、ifyingamainideaanddetail.Drawasampletwo-columncharton the board.Write the heading Person above the left column and the heading Detail above the right column.Modeltheskillofidentifyingmainideaanddetails.Think-aloud:The topic,or main idea,of my chart isPeople.Writeyournameinthefirstcolumnandthenwritea

16、detailaboutyourself,eitherphysicalorsomethingaboutyourpersonalpreferences or talents.The detail I listed will help you to know a little more about me and would help you form a more complete picture of me in your mind if you were to read the chart without looking at me.Asagroup,addstudentnamestotheli

17、st.Haveeachstudentprovideadetailabouthim-orherselfthatmaybenewinformationtotheclass,andwriteitonthechart.Explainthataftertheyreadthebook,studentswillmakeasimilarchartthatincludeseachanimal,orthesectionsmainidea,anddetailsabouttheanimalstheyreadabout.Introduce the Vocabulary Asyoupreviewthebook,askst

18、udentstotalkaboutwhattheyseeintheillustrationsandusethevocabularytheywillencounterinthetext.Modelhowtousewhattheyknowaboutvariousanimalsastheypreviewtheillustrations.Animals,AnimalsLesson Plan(continued)LEvELK K3 Learning AZ,Inc.All rights reserved.www.readinga- Reinforcenewvocabularybyincorporating

19、itintothediscussionoftheillustrations.Forexample,onpage3youmightsay:The antlers on the elk remind me of large antlers on a deer.Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforbasewor

20、ds,prefixes,andsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Modelstrategiesstudentscanusetoworkoutwordstheydontknow.Havethemfindthewordhippopotamusonpage11.Askstudentshowtheymightreadthiswordiftheydidntknowit.Suggestthattheylookathowitstartsandreadthe/hip/segment.Thenhavestuden

21、tsreadthenext two segments/po/pot/.Model combining all of the segments(/hip/po/pot/a/mus/).Readthesentencetothemandaskifthewordhippopotamus makes sense in the sentence.Remindstudentstolookforfamiliarpartsinwordstheydontknowandtocheckthatthewordmake sense in the sentence.Set the Purpose Havestudentsr

22、eadthebooktofindoutaboutvariousanimals.Remindthemtostopaftereverycoupleofpagestothinkaboutwhattheyalreadyknowaboutanimals,suchaswheretheyliveandwhattheyeat.Thinkingabouteachanimalwillhelpthemrememberinformationwhentheyhave finished reading.During ReadingStudent Reading Guide the reading:Givestudents

23、theircopyofthebook,andhavethemputafingeronthebottomofpage7.Tellthemtoreadtotheendofthispage.Havestudentsrereadthepagesiftheyfinishbeforeeveryoneelse.Whentheyhavefinishedreading,askstudentswhatwordstheyhadtroublewith.Thenhavethem point out the animals that were familiar to them.Have them tell how thi

24、nking about what theyalreadyknewaboutsomeoftheanimalshelpedthemastheyread.Havestudentstellaboutsomeofthenewdetailsandinformationtheylearned.Think-aloud:When I read about elk,I read that they have large antlers.I remembered a time when my family and I saw an elk as we were driving while we were on va

25、cation.The elk had huge antlers.This helped me read the new word antlers.If I didnt already know about antlers,it might have been harder for me to understand that part of the book.Check for understanding:Havestudentssharesomeofthethingstheythoughtaboutastheyreadinformationonthepagessofar.Selectvolun

26、teerstoshareconnectionstheymadebetweenpriorknowledgeandthetext.Askotherstudentstoexplainthedetailsthathelpedthemunderstandand picture the information.Havestudentsreadtheremainderofthebook.Encouragethemtoconnectnewinformationtotheirpriorknowledgeastheyread.Explainthatnotingdetailsabouteachanimalwillh

27、elpthemtorememberandbetterunderstandwhattheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisoppo

28、rtunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Animals,AnimalsLesson Plan(continued)LEvELK K4 Learning AZ,Inc.All rights reserved.www.readinga-Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelpedthem.Reinforcehowthink

29、ingaboutwhattheyalreadyknowaboutthetopicofthebookhelpsthemunderstandandrememberwhattheyreadandkeepsthemactivelyengagedinthetext.Think-aloud:When I came to page 7 and saw the illustration of the camel,it reminded me of when I went to a petting zoo and touched a camel.I even sat on its back and went f

30、or a ride!Thinking about this while I read made that section quite easy for me.Checkstudentunderstandingbyinvitingthemtoshareconnectionstheymadewiththesectiononcamelsoranyothersectionofthebook.Reflect on the Comprehension Skill Discussion:Askstudentswhichanimalstheywerealreadyfamiliarwithinthebook.I

31、nvitethemtosharesomethingtheyalreadyknewabouttheanimal(s)andsomethingnewthattheylearned.Askiftheythoughtaboutotheranimalsastheyreadthebook.Check for understanding:Explaintostudentsthatithelpsthemrememberinformationtheyreadinnonfictionbooksiftheycanorganizethekeyfactsonagraphicorganizer.Givestudentst

32、heircopyofthemain-idea-and-detailsworksheet.Explainthattheycanlistalltheanimalstheyreadaboutinthefirstcolumnanddetailsabouttheanimalsinthesecondcolumn.Whentheyhavefinishedfillinginthechart,theywillhaveasummaryofthekeyinformationinthebook.Say:The first animal I read about was the elk.I will write thi

33、s in the first column.I read that elk are in the deer family,they are excellent swimmers and can run very fast,and that males have large antlers.I will write elk in the column under Animal and inthedeerfamily,goodswimmersandrunners,males have large antlers under Detail.Havestudentsrecordtheexampleon

34、theirworksheet.Check for understanding:Have students find the next animal in the book and tell some of the characteristicsorkeyfactsaboutthatanimal.Iftheyarecorrect,havethemwritetheinformationon their worksheet.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Havethemsharet

35、heirresponseswhentheyhavefinished.Enduring understanding:Inthisbook,youreadaboutsomeofthemanyfascinatinganimalsinourworld.Likepeople,animalscomeinawidevarietyofshapes,sizes,andcolors.Eachoneisbeautifulandspecialinitsownway.Thereareanimalsallaroundusinnature,thoughsometimeswedonttakethetimetonoticeth

36、emorseethespecialthingsaboutthem.Thenexttimeyouareoutside,findaninsectorotheranimalinnatureandreallylookatit.Askyourself:What do I notice?Do I see something Ive never seen before?Taketimetoappreciateallthebeautythatnature and the animal world have to offer.Build SkillsPhonics:Vowel digraphs ee and e

37、a Writethewordsleep on the board and point to the letters ee.Explain to students that the letters e and e togetherstandforthelong/e/vowelsoundtheyhearinthemiddleofthewordsleep.Explainthattheee letter combination is one of the letter combinations that stand for the long/e/vowelsound.Anothercombinatio

38、nisea.Explain to students that these combinations of letters together are called long vowel digraphs.Writethewordsspree and spa ontheboardandsaythemaloud.Askstudentswhichwordcontains the same vowel sound as in sleep.Make sure students can differentiate between the twovowelsounds.Giveotherexamplesifn

39、ecessary.Askstudentstonameotherwordscontainingadigraphwiththelong/e/vowelsoundthesameas in sleep.Write each example on the board and invite volunteers to circle the vowel digraph in each word.Have students turn to page 8.Instruct them to find and circle the word eat.Write the word eat on the board.P

40、oint out the letter combination that stands for the long/e/vowel sound Animals,AnimalsLesson Plan(continued)LEvELK K5 Learning AZ,Inc.All rights reserved.www.readinga-and ask students to blend the letters e and a together to make the same vowel sound as in sleep.Point out that the long/e/vowel sound

41、 comes from the digraph in the middle of this word.Next,runyourfingerunderthelettersasyoublendthetwosoundsineat:ea/t/.Point out that even thoughtherearethreeletters,onlytwosoundsareblendedtogethertoformtheword.Thenhavestudentsblendthewordaloudwithyouasyourunyourfingerundertheletters.Repeattheblendin

42、gactivitywiththewordssheep,wheat,sweet,and stream.Takeonewordat a time,pointing out the letter combinations that stand for the long/e/vowel sound.When students have blended the words,ask volunteers to come to the board and circle the vowel digraphineachword.Haveastudentpointtoeachvoweldigraphasthere

43、stofthegroupsaysthe sound.Check for understanding:Have students go through the rest of the book and circle the words that contain the vowel digraphs ee and ea.Grammar and Mechanics:Adjectives Revieworexplaintostudentsthatanoun is a person,place,or thing.Writethefollowingwordsontheboard:red hair.Draw

44、alineunderhair and explain that this isanoun,orathing.Thendrawacirclearoundred and explain that this is an adjective,or a describing word.Theadjectivegivesinformationaboutthenounbydescribingit.Adjectivestellwhatkind,whichone,orhowmany.Havestudentsturntopage4.Askavolunteertogiveafactthattellssomethin

45、gaboutthesizeofa giraffe(tall).Explainthatthewordtallisanadjectivethatdescribesagiraffe.Askstudentstofindthewordslong trunks on page 5.Write the words on the board.Have a volunteercircletheadjective(long)anddrawalineunderthenounitdescribes(trunks).Check for understanding:Havestudentsgothroughthebook

46、,circlingtheadjectivesandunderliningthenounstheydescribe.Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their answers.Word Work:Synonyms Revieworexplainthatsynonymsarewordsthathavesimilarmeanings.Provideanexamplebywriting the word lar

47、geontheboard.Readitaloudandaskavolunteertonameawordwithnearlythesamemeaning,suchashuge,big,and so on.Explainthatauthorsoftenvarythewordstheyusetomakethetextmoreinteresting.Explaintostudentsthatwhenusingsynonymsinwriting,itisimportanttochoosethecorrectwordasasynonymtokeepthemeaningconsistentandclear.

48、Havestudentsturntopage3.Saythewordexcellentandhavethemlocateitonthepage.Askvolunteerstooffersynonymsforexcellent,andlistthemontheboard.Readthesentenceonpage 3,substituting excellentwithanewword.Havestudentscheckforaccuracyofsentencemeaningwiththeuseofeachsynonym.Check for understanding:Repeattheproc

49、esswiththewordsmallonpage8.Brainstormsynonymsand read each sentence on the page,substituting smallwithasynonymfromthelist.Havestudentscheckeachsentencesmeaning.Independent practice:Introduce,explain,and have students complete the synonymsworksheet.If time allows,discuss their answers.Build FluencyIn

50、dependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Animals,AnimalsLesson Plan(continued)LEvELK K6 Learning AZ,Inc.All rights reserved.www.readinga-Home Connection Givestudentstheirbooktotakehometoreadwithparents,ca