原版英语RAZ 教案H13-Spring Is Here.pdf

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1、1Spring Is HereLesson PlanLeveLH H Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:194Book SummarySpring Is Here introduces readers to the signs of spring in different outdoor settings,such as the garden,pond,and mountains.The te

2、xt includes a table of contents and glossary of content vocabulary words.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizeinformationtounderstandtext Classifyinformationintext Blendphonemes Identifyfinalconsonantng-blend Identifyandusequotationmarks Identifycontentvocabularywor

3、dsMaterialsGreen text indicates resources available on the website BookSpring Is Here(copy for each student)Chalkboardordryeraseboard Classifyinformation,finalconsonantng-blends,contentvocabularyworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrat

4、edbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:days,from,soon Content words:Story critical:buds(n.),bulbs(n.),dandelion(n.),gophers(n.),shoots(n.),wa

5、ter lily(n.)Enrichment:garden(n.),meadow(n.),pond(n.),wiggly(adj.),woods(n.)Before ReadingBuild Background Leadadiscussionaboutspring.Havestudentssharehowtheycantellspringishere(warmer temperatures,emerging plants,animals being born,and so on).Askstudentsaboutothernonfictionbookstheyhavereadthatcont

6、ainedatable of contents and glossary.2Spring Is HereLesson Plan(continued)LeveLH H Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinkSpring Is Here willbeabout.Askstudentswhatseasonsthepic

7、turesrepresentandhowstudentscantell.Askwhethertheythinkthebookisgoingtobeastoryaboutspring orabookoffactsandtotellwhytheythinkthis.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Summarize Explainthatonewayreaderscanunderstandandremem

8、bernewinformationinanonfictionbookistoreviewintheirmind,orsummarize,what they have just read.Good readers often summarizebycommentingtothemselvesabouttheinformationorrestatingtheinformation in their own words.Pointoutthetableofcontentsatthebeginningofthebookandtellstudentsthatinonesectionofthebook(“

9、TheMountains”),theywillreadaboutspringinthemountains.Usethissectiontomodelsummarizing.Think-aloud:As I read the section on mountains,I am going to summarize,or review in my mind,the important information.For example,if I read that snow on the mountains begins to melt in the spring,I might think to m

10、yself:When snow on the mountains melts in spring,the water begins to fill rivers and streams.Explainthatbysummarizingintheirmindastheyread,studentshelpthemselvesstayactivelyinvolvedinthebookandconnectwithnewinformation.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstr

11、ategy presented in this section.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeinthepicturesandusethevocabulary they will encounter in the text.Reinforcenewvocabularybyincorporatingitintothediscussionofthepictures.Forexample,on page 6 you might say:The shoots on these

12、flowers remind me of tulips in the spring.One fall I planted tulip bulbs,and in the spring the flowers shot up!(If possible,bring bulbs to class for students who have not had experience with gardening or planting.)Modelthestrategiesstudentscanusetoworkoutwordstheydontknow.Forexample,point to the wor

13、d dandeliononpage13.Modelmaskingchunksofthewordfromlefttorighttoread the word(dan/de/lion).Thenreadthesentencetostudentsandaskiftheworddandelion makessense.Set the Purpose Havestudentsreadthebooktolearnmoreaboutthesignsofspring.Remindthemtostopafterreadingnewinformationtosummarizeintheirownwordswhat

14、theyhavelearned.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebookandhavethemputastickynoteonpage 9.Tell them to read to the end of this page.They can reread the pages if they finish before everyone else.Modelhowtosummarize.Think-aloud:As I read the second section,I pause

15、d to summarize in my mind what I learned about spring.I read that as the days get longer and warmer,new growth can be seen,such as flower shoots and buds on trees.Ill keep reading to learn more interesting information about spring.While I read,Ill summarize in my own words to help me remember new in

16、formation.3Spring Is HereLesson Plan(continued)LeveLH H Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentsworkwithapartnertosummarizethethirdsection,“TheWoods.”Circulatearoundtheroomtolistenforaccuracy.Havestudentsreadtheremainderofthebook.Encouragethemtosummarizeasth

17、eyread.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategie

18、s and context clues.Reflect on the Reading Strategy Havestudentstellhowsummarizinghelpedthemunderstandthebook.(Itencouragesstudentsto pay close attention and promotes active participation,which aids in retention.)Think-aloud:Stopping to think about signs of spring helped me to remember as I read.I d

19、idnt know that gophers like to nibble on dandelion leaves!Summarizing helped me to be more involved with what I was reading.Teach the Comprehension Skill:Classify information Discussion:Askstudentstodescribesomeofthechangesorbehaviorstheyreadaboutthatsignaled the arrival of spring(new plant growth,a

20、nimal babies,and so on).Introduce and model:Askstudentstothinkabouttwoorthreemainareasofchangeinthebookthat can be grouped together,or classified(plants,animals,earth/other).Write the categories ontheboard.Ifnecessary,revisitpicturesinthebooktodirectstudentsattention.Explainthatonewaytoremembernewin

21、formationistogrouptogether,orclassify,similarinformation.Forexample,deer babies,gophers,frogs,robins,and bear cubs can all be classified under animals.Check for understanding:Havestudentslookatthepictureonpage3anddiscussinwhichcategorythe information would best be classified(animals).Independent pra

22、ctice:Introduce,explain,and have students complete the classify information worksheet.Discuss their responses when they have finished.Extend the discussion:Invitestudentstoshareothersignsofspringnotincludedinthebookthatcan be classified under the categories on the board.Build SkillsPhonological Awar

23、eness:Blend phonemes Saythewordssun and bud,andaskstudentstolistencarefullyasyousaythewordparts.Havethemlistentothewordpartsandthensayeachwholeword.Say:/s/u/n/.Thensaythewholeword(sun).Repeatwith/b/u/d/.Usethefollowingwordsforstudentstoorallydemonstrateblending:shoot/sh/oo/t/;bulb/b/u/l/b/;soon/s/oo

24、/n/;pond/p/o/n/d/.Check for understanding:Repeattheexercisewiththeseexamples:ground/g/r/ou/n/d/;now/n/ou/;mountain/m/ou/n/t/e/n/;down/d/ou/n/;brown/b/r/ou/n/;sound/s/ou/n/d/.Phonics:Final consonant ng-blends Writethewordsspring and bring on the board and say them aloud with students.Havestudentssayt

25、he/ng/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythe/ng/soundaloud.Askstudentswhichtwoletterstogetherstandforthe/ng/sound in the words spring and bring.Check for understanding:Write the following words that end in the/ng/sound on the board leaving off the final blend:king,rang,

26、sing,ring,hung.Sayeachword,oneatatime,andhavevolunteers come to the board and add the final ng-blendtoeachword.Havestudentspracticeblending the sounds together to say each word.4Spring Is HereLesson Plan(continued)LeveLH H Learning AZ All rights reserved.www.readinga- Independentpractice:Introduce,e

27、xplain,andhavestudentscompletethefinal consonant ng-blendsworksheet.Grammar and Mechanics:Quotation marks Revieworexplainthatwritersusemarkscalledquotation marks to indicate when someone orsomethingisspeakingormakingasound.Havestudentsturntopage9andreadthelastsentence.Askstudentstotellwhetherthequot

28、ationmarksarepunctuationtoindicatespeechortoindicateasound(toindicateasound).Check for understanding:Havestudentsfindanotherexampleofquotationmarksinthebookandexplainwhytheyareused(page15;toindicatethesoundananimalmakes).Word Work:Content vocabulary ExplainthatSpring is Here contains many content wo

29、rds that have to do with the topic of flowers.Tell students that the author put many of these content words in bold print.Makeafour-columnchartontheboard.Havestudentsturntopage6andfindtheboldwordshoots.Write shootsinthefirstcolumn,andrecordthesentenceinthebookthatcontainsthewordinthesecondcolumn.Int

30、hethirdcolumn,recordavolunteersideaforwhatheorshethinksthemeaningofthewordis.Inthefourthcolumn,recordthemeaningofshoots as a volunteer reads the definition from the glossary.Check for understanding:Havestudentsidentifytheboldwordonpage8(buds).Repeattheprocess above,allowing students to come to the b

31、oard to fill in the columns of the chart.Independent practice:Introduce,explain,and have students complete the content vocabulary worksheet.Discuss their responses when they have finished.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsread

32、ingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemsummarizepartsofthebookwithsomeoneathome.Extend the ReadingInformational Writing and Art ConnectionHavestudentschooseonesignofspring(fromtheareasclassifiedintheComprehe

33、nsionSkillsection)toillustrateandwriteabout.DisplaytheirworkonabulletinboardtitledSpring Is Here.visit WritingAZfor a lesson and leveled materials on expository writing.Science ConnectionIf seasonally appropriate,arrange a spring visit to a nearby nature center to observe signs ofspring.Havestudents

34、recordtheirobservationsinajournalornotebook.Skill ReviewDiscussion cards coveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookare provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.

35、Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasajournalentry.5Spring Is HereLesson Plan(continued)LeveLH H Learning AZ All rights reserved.www.readinga- Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasa purpose for reading.Conductaclassdiscussionasareviewbefo

36、rethebookquiz.AssessmentMonitor students to determine if they can:summarizeinformationwhilereadingnonfictiontext accuratelyclassifysignsofspringonaworksheet blendphonemesduringdiscussion identifywordswithfinalconsonantng-blendsindiscussionandonaworksheet recognizeandunderstandusesofquotationmarksduringdiscussion identifycontentvocabularywordsintextandtocompleteaworksheetComprehension Checks BookQuiz RetellingRubric