原版英语RAZ 教案I15-Why Robins Hop.pdf

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1、1Why Robins HopLesson PlanLeveLI I Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Pourquoi Tale Page Count:16 Word Count:251Book SummaryAccording to legend,all birds once walked the same way and left the same tracks.In this entertaining pourquoi tale,readers discover ho

2、w birds came to have their own distinct footprints.Charming illustrations complement the text.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandthetext Identifytheproblemandsolutioninthestory Discriminateshortvowel/o/sound Identifyopenvowely I

3、dentifyanduseexclamationmarks Identifyhigh-frequencywordsother and theyMaterialsGreen text indicates resources available on the website BookWhy Robins Hop(copy for each student)Chalkboardordryeraseboard Problem and solution,open vowel y,exclamation marks worksheets Discussioncards Indicates an oppor

4、tunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.High-frequency words:other,they Con

5、tent words:Story critical:beaks(n.),chase(v.),foxes(n.),protect(v.),robins(n.),tracks(n.)Enrichment:chickens(n.),crow(n.),hummingbird(n.),problem(n.),sparrow(n.),woodpecker(n.)Before ReadingBuild Background TellstudentsthatWhy Robins Hop is a kind of folktale called a pourquoi tale.explain that pour

6、quoi is a French word that means why and that stories like these explain why certain things in the world(usually in nature)are the way they are.The tales are passed down from generation to generation.even though pourquoi tales are not factual,they provide a fun and different way of looking at the wo

7、rld around us.2Why Robins HopLesson Plan(continued)LeveLI I Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Why Robins Hop.(Accept all answers that stude

8、nts can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Ask:What do the pictures make you wonder about the book?Writethefollowingrepetitivesentencesontheboard:Let robins_(fly,eat,hop).Read the sentences aloud,pointing to the words as you rea

9、d them to students.Have students read them aloud.explain that these words repeat throughout the book.Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthatonewaytounderstandastoryistoaskquestionsaboutthebookbeforeand during reading,and then to read the book to answer the quest

10、ions.explain that good questions often begin with I wonder.ModelhowtoaskanI wonder question.Think-aloud:I see footprints on the front cover of the book.I wonder what footprints have to do with why robins hop.I will have to read the book to find out.I will remember to use the pictures and the informa

11、tion in the book to ask myself questions as I read.Then I will see if I can find the answers in the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeinth

12、epictures.Usethevocabularytheywillencounterinthetext.Modelhowtheycanusepriorknowledgeandtheillustrations to help them work out the meaning of words.For example,on page 4,you might say:When I look at this page I notice two different animals.The animal hiding behind the tree looks like a fox so I will

13、 look at the text and see if I can find the word fox.Have students locate the word fox in the first sentence.Ask a volunteer to read the sentence aloud and ask students if the word foxinthesentencemakessense.Say:The other animal in the illustration is a bird and I can tell by its brown feathers and

14、red breast that it is a robin.I will confirm that this bird is a robin by looking at the text and finding the word robin.Have students locate the word robin in the third sentence.Ask a volunteer to read the sentence aloud and ask students if the word robin makes sense in the sentence.Set the Purpose

15、 HavestudentsreadthebooktoanswertheirI wonder questions about Why Robins Hop.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Ask them to place a finger on the page number in the bottom corner of page 3.Have them read to the end of page 6,using their finger to poi

16、nt to each word as they read.encourage students who finish before others to reread the text.Whentheyhavefinishedreading,askstudentswhatwordsweretrickyforthem.Discussstrategiesthey can use to help themselves work out difficult words.ModelansweringanI wonder question.Think-aloud:As I was reading and c

17、ame to page 4,I read that the fox followed the tracks of what he thought was a chicken.Then I read that the fox started chasing and eating robins because the bird tracks all looked the same.I still dont know exactly what tracks have to do with why robins hop.I wonder if it has something to do with t

18、he fox eating the robins.Ill have to keep reading to find out.3Why Robins HopLesson Plan(continued)LeveLI I Learning AZ All rights reserved.www.readinga- Check for understanding:Have students read to the end of page 12.Ask volunteers if they now know the answer to the question about what tracks have

19、 to do with foxes eating robins(their tracks lookedexactlythesameaschickens;thefoxescouldnttellthedifference).AskstudentstoshareanyI wonder statements they may have for the remainder of the book.Havestudentsreadtheremainderofthebook.Remindthemtolookforwordandpicturecluestofind out why robins hop.Hav

20、e students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding str

21、ategies and context clues.Reflect on the Reading Strategy Reinforcetostudentsthataskingquestionsintheirmindastheyreadhelpsthemunderstandandstay interested in the story.Think-aloud:When I read page 3,I asked myself:I wonder what made foxes chase robins?Did the robins bother foxes?Did foxes want to ea

22、t the robins?Asking myself these questions made me pay closer attention to the pictures and word clues as I read to help me find the answers.DiscusssomeoftheI wonderquestionsthatstudentssharedduringreading.Ask:How did your questions help you?Teach the Comprehension Skill:Problem and solution Introdu

23、ce and model:Writeproblem and solution on the board.explain that a problem is something that is difficult to deal with or hard to understand,and a solution is the answer to the problem.For example,if I were to get wet every time I went outside in the rain,I would have a problem.If I were to decide t

24、o put on my raincoat before I went outside,I would have a solution to my problem.Explainthatmoststoriescontainaproblemandasolution.Aftertheprobleminthestoryisrevealed,a series of events usually takes place.These events all lead up to the solution of the story.Storieswouldbeveryboringiftherewerenopro

25、blemandsolutionbecausenothingmuchwould happen.Check for understanding:Ask students to name a common problem(forgetting lunch money,missing the bus).Then have them provide a solution(putting their lunch money in their backpack the night before,getting to the bus stop five minutes earlier).Askastudent

26、toidentifytheprobleminWhy Robins Hop(the fox was eating the robins because hecouldnttellthebirdtracksapart).Discussion:AskstudentswhattheythoughtaboutOwlssolutiontothebirdsproblem.Independent practice:For additional practice identifying the problem and solution in the story,have students complete th

27、e problem-and-solutionworksheet.If time allows,discuss their responses.Enduring understanding:In this book,you learned about how the birds got together to solve a problem and help their friends,the robins.The next time you have a problem that you are having trouble solving,what will you do?Build Ski

28、llsPhonological Awareness:Short vowel/o/sound Reviewwithstudentsthesoundofshort/o/withwordsfromthebook:fox,not,hop.Have students listen for the short/o/sound as you say the words.Have them repeat the sound and the words.4Why Robins HopLesson Plan(continued)LeveLI I Learning AZ All rights reserved.ww

29、w.readinga- Check for understanding:Tell students you are going to say a list of words.Have them give the thumbs-upsignwhentheyheartheshort/o/soundinaword.Havethemgivethethumbs-downsignifaworddoesnotcontaintheshort/o/sound.Say:problem,birds,fox,robin,tracks,thought,belong,fast,done,proper,hop,not,se

30、arch.Phonics:Open vowel y Explainthattheletteryissometimesusedasavowel.Writewhy and fly on the board and have students listen as you say the words aloud.Ask what vowel sound they hear in the words(long/i/).Ask what letter stands for the long/i/sound in these words(y).explain to students that English

31、words(besidesnames)dontendini,so we use a y.Writethewordsmany,normally,easily,finally,and only on the board.Ask students to read the words and tell you the vowel sound the letter y stands for in these words(long/e/).Havestudentslookthroughthebooktofindexamplesofwordsthatcontainafinaly used as avowel

32、.CreateaT-chartontheboard.Labelonesidey sounds like long/i/and the other side y sounds like long/e/.Have students tell what sound the y makes in each word and then tell in which category the word belongs.Check for understanding:Writethefollowingwordsontheboard:my,hardly,shy,fly,lonely.Sayeachword,on

33、eatatime.Selectvolunteerstocirclethewordsinwhichthey has the long/i/sound and underline the words in which the y has the long/e/sound.Independent practice:Introduce,explain,and have students complete the open vowel y worksheet.If time allows,discuss their answers.Grammar and Mechanics:Exclamation ma

34、rks Explainthatwritersuseexclamation marks to show that something is being said with a lot of energy,emotion,excitement,or power.explain to students that when an exclamation mark is used in a sentence,the sentence is called an exclamatory sentence.explain that an exclamation mark may also be called

35、an exclamation point.Havestudentsturntopage4.Rereadthepagealoud.Emphasizehowthevoiceshowsexcitement,enthusiasm,andenergyattheendofanexclamatorysentenceAsk:What do you think is the purpose of this exclamation mark?(to show importance)Then turn to page 13.Read thepagealoud.Ask:Why do you think the aut

36、hor uses an exclamation mark on this page?Askvolunteerstoeachcreateasentencethatneedsanexclamationmark.Thesentenceshouldshowpower,energy,andexcitement.Writeeachexclamatorysentenceontheboard,leavingoff the exclamation mark.Read the sentences aloud to students without stopping.Then have volunteers com

37、e to the board and add an exclamation mark to each sentence.Reread the sentences,stopping at the exclamation mark at the end of each sentence and adding the proper vocal emphasis.Check for understanding:Have students locate and circle all the sentences in the book that end with exclamation marks.Hav

38、e them read the exclamatory sentences to a partner.Listen for expression,enthusiasm,emotion,and energy.Independent practice:Introduce,explain,and have students complete the exclamation marks worksheet.Word Work:High-frequency words other and they Reviewthehigh-frequencywordsother and they.explain to

39、 students that by knowing words that appear often in the text,it will make reading the story easier.Check for understanding:Havestudentslocateandhighlighteachofthehigh-frequencywordsinthe book.Then have them work with a partner and use each word in an oral sentence.5Why Robins HopLesson Plan(continu

40、ed)LeveLI I Learning AZ All rights reserved.www.readinga-Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfrie

41、nds.Have them discuss the problem and solution in the story to someone at home.Extend the ReadingWriting ConnectionProvideexamplesofpourquoitalesand/orreadsomealoud(forexample,RudyardKiplingsJust So Stories).Review the major elements of pourquoi tales(they explain why something exists,they are usual

42、ly about nature,they have animal and human characters,they are not true).Have students write a pourquoi tale of their own,including these elements in their story.Allow time for students to complete their tale.Give them an opportunity to read and/or share their story with the class.Science Connection

43、Provide print and Internet resources for students to explore birds and ornithology.Have students chooseonetypeofbirdtoresearch,findingoutinformationonhabitat,diet,sizeandcolor,howitmoves(in the air and on land),and type of footprint.If time allows,have them share their findings with the group.Skill

44、ReviewDiscussioncards covering comprehension skills 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 withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritea

45、response,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:askandanswerquestionsaboutthetextbeforeandduringreadingtoaidinunde

46、rstanding identifytheproblemandsolutioninthestoryindiscussionandonaworksheet identifyshortvowel/o/soundinwordssaidorally recognizewordsthatcontainopenvowely in the text and on a worksheet identify,understand,anduseexclamationmarks identifyhigh-frequencywordsintextandonaworksheetComprehension Checks BookQuiz Retelling Rubric