原版英语RAZ 教案E23-Country Animals.pdf

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1、Country AnimalsLesson PlanLeveLE E Learning AZ All rights reserved.www.readinga-1About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:112Book SummaryThis book teaches students about the types of animals that live in the country.Students learn some of the eating habits and activi

2、ties of these animals.Detailed photographs and repetitive phrases support early readers.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandtext Identifymainideaanddetails Discriminateconsonantdigraph/wh/sound Identifyconsonantwh-digraph Rec

3、ognizeandusepronounthey ListwordsinalphabeticalorderMaterialsGreentextindicatesresourcesavailableonthewebsite BookCountry Animals(copy for each student)Chalkboardordryeraseboard Main ideas and details,consonant wh-digraph,pronounsworksheets Discussion cards Indicates an opportunity for students to m

4、ark in the book.(All activities may be demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.High-frequency words:from,live,they,what,where Content words:Story cr

5、itical:animals(n.),country(n.),fields(n.),grains(n.),nests(n.),rivers(n.)Enrichment:eat(v.),kinds(n.)Before ReadingBuild Background Writethewordcountryontheboardandpointtoitasyoureaditaloudtostudents.Repeattheprocessandhavestudentssaythewordaloud.Askstudentswhethertheyhaveeverbeentothecountry.Haveth

6、emidentifyanimalstheyhaveseen in the country.Country AnimalsLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-2Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Country Anima

7、ls.(Acceptallanswersthatstudentscan justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Writethefollowingrepetitivephraseontheboard:_live in the country.Readthephrasealoud,pointingtothewordsasyoureadthemtostudents.Havestudentsreadthemaloudwithyou.Explainthatthes

8、ewordsrepeatthroughoutthebook.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindthemthatthinkingaboutwhattheyalreadyknowabout thetopicofthebookwillhelpthemunderstandwhattheyread.Modelconn

9、ectingtopriorknowledgeusingtheinformationonthecovers.Think-aloud:When I look at the picture on the cover,I see an animal with its face and feet in the water.The animal has a lot of fur and black circles around its eyes.It looks as if its wearing a mask.The animal must be a raccoon.This reminds me of

10、 animals Ive seen outside drinking water from ponds and puddles.I know that when I get thirsty,I get a drink of water.Animals that live outside have to find water to drink.I know that raccoons and other animals need water to survive.Invitestudentstosharehowtheyconnectedtopriorknowledgebasedonthecove

11、randtitlepage of the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and detailsExplaintostudentsthateverybookhasabig,ormain,idea,whichiswhatthebookismostlyabout.Readthetitletothem.Expla

12、inthatthetitleoftenprovidescluesaboutthebooks main idea.Invite students to share predictions about the main idea of this book.Explaintostudentsthatthemain,orbig,ideaofthisbookis many kinds of animals live in the country.Writethefollowingsentenceontheboard:Many kinds of animals live in the country.Po

13、inttoeachwordasyoureadthesentencealoudwithstudents.Modelhowtoidentifydetails.Think-aloud:I know that every book has details that help explain the big idea.I know that this book is about the kinds of animals that live in the country.I see a picture on the title page of a mouse sitting on a stalk of g

14、rain.I know that grain grows in the country and mice like to eat grain.A mouse might be a kind of animal that lives in the country.Since this helps to explain the big idea,mice might be a detail in the book.ReviewtheanimalsthatstudentshaveseeninthecountrythatwerediscussedintheBuildBackgroundsection.

15、Discusswhetheranyoftheseanimalsmightbedetailsinthestory.Introduce the Vocabulary Havethestudentsturntopage5intheirbook.Pointoutthewordnests.Ask students to look atthelettersatthebeginningandendingoftheword.Havestudentslookatthepictureonthepageandtellyoutheword.Repeatwithothervocabularywordsifnecessa

16、ry.Remindstudentstolookatthebeginningandendingsounds,andotherpartsthattheyrecognize,tohelpthemsaywords.Theyshouldalsocheckwhetherawordmakessensebylooking at the picture or rereading the sentence.Encouragestudentstoaddthenewvocabularywordstotheirwordjournals.Country AnimalsLesson Plan(continued)LeveL

17、E E Learning AZ All rights reserved.www.readinga-3Set the Purpose Havestudentsusewhattheyalreadyknowaboutthekindsofanimalsthatliveinthecountry tohelpthemreadthebook.Remindthemtothinkaboutthedetailsthatsupportthemainideaas they read.During ReadingStudent Reading Guide the reading:Give students their

18、copy of the book.Ask them to place a finger on the number inthebottomcornerofapage.Havethemreadtotheendofpage5,usingtheirfingertopointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelconnectingtopriorknowledge.Think-aloud:On page 5,I see some birds in a nest.Some of th

19、e birds are little.There is a bigger bird standing over the little birds.The little birds have their mouths open.They look as if they are crying,waiting for something from the big bird.This reminds me of babies Ive seen who are crying.When they cry,their mothers usually feed them by putting a bottle

20、 in their mouth.I know that birds dont drink from a bottle.Ive seen birds eat worms.These babies are probably waiting for their mother to give them a worm to eat.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewastheyread.Reviewthemainideaofthebook:Many kinds of animals live in the countr

21、y.Ask students to explainwhetherrobinsareadetailthatsupportsthemainideaofthebookandwhy(yes;robinsare animals that live in the country).Introduceandexplainthemain-idea-and-detailsworksheet.Writethewordrobins on the board.Havestudentswritethewordanddrawapicturethatrepresentsthewordrobins in one of the

22、spacesontheirworksheet.Invitestudentstotellanotheranimalfromtheirreadingthatsupports the main idea(deer).Havestudentswritethewordanddrawapictureofdeerontheirworksheet.Check for understanding:Havestudentsreadtotheendofpage8.Encouragethemtosharehowtheyconnectedtopriorknowledgeastheyread.(Acceptallansw

23、ersthatshowstudentsunderstandhowtoconnecttopriorknowledge.)Askstudentstothinkaboutotherdetailstheyreadthatsupportthemainidea.Havethemchooseoneofthedetailstodrawontheirworksheet.Askthemtolabeltheirdrawingusingthewordfromthebook.Havestudentssharethedetailtheydrewandwroteabout.Havestudentsreadtheremain

24、derofthebook.Remindthemtousewhattheyalreadyknowaboutthekindsofanimalsthatliveinthecountrytohelpthemunderstandnewinformation as they read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstude

25、ntswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:When I read page 10,it reminded me of large groups of cows Ive seen in big fields in the country.They seem to eat a lot of gras

26、s.Therefore,it makes sense that the fields cows graze in must be big.Havestudentsdrawapictureonaseparatepieceofpapershowinghowtheyconnectedtopriorknowledgewhilereadingaboutoneoftheanimalsthatliveinthecountry.Invitethemtoshareandexplaintheirpicturewiththerestoftheclass.Country AnimalsLesson Plan(cont

27、inued)LeveLE E Learning AZ All rights reserved.www.readinga-4 Askstudentstoexplainhowthinkingaboutwhattheyalreadyknowhelpedthemtounderstandand remember the story.Reflect on the Comprehension Skill Discussion:Readthemainideaontheboardwithstudents.Reviewthedetailsstudentsdrewontheirworksheet.Invitethe

28、mtoexplainwhyeachofthedetailsontheirworksheetmatchesthemain idea of the story.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Enduring understanding:In this book,you learned about some of the animals that live in the country.Nowthatyouknowthisinformation,whyisthecountryago

29、odenvironmentfortheseanimals?Build SkillsPhonological Awareness:Consonant digraph/wh/sound Saythewordwherealoudtostudents,emphasizingthe/wh/sound.Havestudentssaythewordaloudandthensaythe/wh/sound.Readpage12aloudtostudents.Havethemraisetheirhandwhentheyhearawordthatbeginswiththe/wh/sound.Checkforunde

30、rstanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/wh/sound:what,when,twigs,which,trees.Phonics:Consonant wh-digraph Writethewordwhereontheboardandsayitaloudwithstudents.Havestudentssaythe/wh/soundaloud.Thenrunyourfingerunderthelettersintheword asstud

31、entssaythewholewordaloud.Askstudentswhichlettersstandforthe/wh/soundinthewordwhere.Havestudentspracticewritingthewhlettercombinationonaseparatepieceofpaperwhilesayingthe/wh/sound.Check for understanding:Writethefollowingwordsthatbeginwiththe/wh/soundontheboard,leavingofftheinitialdigraph:when,whack,

32、whiff.Sayeachword,oneatatime,andhavevolunteerscometotheboardandaddtheinitialdigraphineachword.Havestudentspracticeblendingthesoundstogethertosayeachword.Independent practice:Introduce,explain,andhavestudentscompletetheconsonant wh-digraphworksheet.Iftimeallows,discusstheiranswers.Grammar and Mechani

33、cs:Pronouns Havestudentsturntopage5.Readthesentencesaloudwithstudents.Pointtothewordthey.Askstudentstowhomthewordthey refers in this sentence(robins).Havestudentstellhowmanyrobinsarepicturedinthephotograph(morethanone;four).Explaintostudentsthatthewordthey is used to tell about more than one of some

34、thing.Haveavolunteernameananimalthatlivesnearthem(suchascoyotes).Drawandlabeltheanimalontheboardoronchartpaper.Inviteavolunteertodrawtwoormoreofthesameanimal.Havestudentstelltwowaystoidentifythegroupofanimals(coyotes,they).Writethelabelsnexttothedrawing.Check for understanding:Dividestudentsintopair

35、s.Havethemidentifyagroupoftwoormoreobjects in the classroom.Then have them tell about the objects to the class using the name of the objects and the pronoun.Independent practice:Introduce,explain,andhavestudentscompletethepronounsworksheet.Iftimeallows,discusstheirresponses.Country AnimalsLesson Pla

36、n(continued)LeveLE E Learning AZ All rights reserved.www.readinga-5Word Work:Alphabetical order Revieworexplaintostudentsthatwordsaresometimesplacedinalistbyalphabeticalorder.Wordsareplacedinalphabeticalorderbyfirstlookingatthebeginningletterineachwordandthendecidingwhichlettercomesfirstinthealphabe

37、t.Writethewordscountry and animalsontheboard.Underlinethefirstletterineachword.Askstudentswhichlettercomesfirstinthealphabet,c or a.Explainthatthewordanimalswouldcome first in an alphabetical list.Writethewordscountry and fieldsontheboard.Havestudentsidentifytheinitialletterineachword(c and f).Askst

38、udentstoidentifywhichlettercomesfirstinthealphabet(c).Explainthatthewordcountrywouldcomefirstinanalphabeticallist.Check for understanding:Listthecontentvocabularywordsinthefollowingorderontheboard:nests,animals,rivers,grains,country,fields.Havestudentswritethewordsinalphabeticalorderonaseparatepiece

39、ofpaper.Whentheyhavefinished,discusstheiranswers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Additionally,partnerscantake turns reading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,or

40、friends.Havethemidentifythemainideaanddetailsofthebooktosomeoneathome.Extend the ReadingInformational Report Writing and Art ConnectionProvidestudentswithbooksaboutanimals.Havethemchooseoneanimalanddrawapictureofit.Underthepicture,havestudentswritesentencestellingwheretheanimallivesandsomethingthean

41、imaldoesoreats.Reinforcethepronounthey.visit WritingAZforalessonandleveledmaterialsoninformationalwriting.Science ConnectionChoosetwoanimalsfromthebook:anherbivoreandacarnivore.Discussthemeaningofthe twowords.Extendthediscussiontoillustratethefoodchain.Skill ReviewDiscussion cardscoveringcomprehensi

42、onskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthe

43、bookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Country AnimalsLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-6AssessmentMonitor students to determine if they

44、can:consistentlyconnecttopriorknowledgetounderstandtext accuratelyidentifythedetailsthatsupportthemainideaofthebookduringdiscussion andonaworksheet accuratelydiscriminateconsonantdigraph/wh/soundduringdiscussion identifyandwritethelettersymbolsthatstandfortheconsonantwh-digraph during discussion and

45、 onaworksheet understandandusethepronountheyinsentencesduringdiscussionandonaworksheet correctlyplacewordsinalphabeticalorderduringdiscussionandonaseparatepieceofpaperComprehension Checks BookQuiz RetellingRubricCountry AnimalsLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-7