原版英语RAZ 教案I43-Slow and Slower.pdf

Slow and SlowerLesson PlanLeveLI I1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:309Book SummaryMany slow creatures inhabit the animal world.In Slow and Slower students will have the opportunity to read about some of these sluggish animals.Students can compare the slow animals to the slower ones using the full-page chart.As they read this interesting and informative book,students will have the opportunity to ask and answer questions as well as to classify information.Supportive photographs,detailed maps and charts,high-frequency words,and repetitive phrases support readers.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Classifyinformation Segmentsyllables Identifyinitialconsonantsn-blend Recognizeanduseadjectives UnderstandhowtoplacewordsinalphabeticalorderMaterialsGreentext indicates resources are available on the website.BookSlow and Slower(copy for each student)Chalkboardordry-eraseboard Classifyinformation,initialconsonantsn-blend,adjectivesworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstratedbyprojectingthebookonaninteractivewhiteboardorcompletedwith paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:about,that,they Content words:Story critical:avoid(v.),creep(v.),energy(n.),mammals(n.),seldom(adv.),sneaks(v.)Before ReadingBuild Background Askstudentstonamesomeanimals.Writetheanimalnamesontheboard.Discusshowtheanimals move and sort them into categories(walk,run,slither,fly).Ask students to think about whether the animals are fast or slow and discuss why they think this.Slow and SlowerLesson Plan(continued)LeveLI I2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type ofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofstory,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebookonthebasisofwhattheyseeinthetableofcontents.(Acceptallanswersstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthateffectivereadersaskquestionsbeforeandwhilereadingastory,andlookforanswersastheyread.Explaintostudentsthataskingandansweringquestionshelpsreadersunderstandandenjoythebook.Modelaskingquestionsasyoupreviewthebook.Think-aloud:On the front cover of the book I see a turtle.I know a turtle is a slow-moving animal.Since the title is Slow and Slower,I wonder what other slow-moving animals I will read about in this book.I will write that question on the board.(Whatslow-movinganimalswillIreadabout?)On the back cover,I see snails crawling out of a circle and people watching them.I think they might be having a race.I wonder if there really are snail races.I will write that question on the board too.(Aretherereallysnailraces?)I will have to read the story to find the answers to my questions.Havestudentspreviewtherestofthestory,lookingatthepictures,cover,andinserts.Askthemto share any questions they have.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Classify information Explaintostudentsthatengagedreadersoftenthinkabouttheobjectsinabook,whattheyhaveincommon,andthensortthemintogroups.Sortingobjectsintodifferentcategoriesiscalled classifying information.Classifyinginformationhelpsreadersbetterunderstandthebook.Writethefollowingwordsontheboard:turtles,fish,snails,horses,giraffes,whales,cows,frogs,birds,and tigers.Ask students to identify what all the words have in common(they are all animals).Explainthattheycansorttheseobjectsintogroupsbythinkingaboutmorespecifictraits.Modelhowtoclassifyinformation.Think-aloud:As I thought about how to group these animals,I started by asking myself what they had in common.I thought about how small snails are and how large tigers are.I will make a group with the heading Small Animals and a group with the heading Large Animals.Snails belong in the first group,while tigers belong in the second group.Next,I thought about the word fish.Does a fish belong in the first or second group?Fish are usually small animals that live in ponds or lakes,so it belongs with the snails,in the group of small animals.DuringtheThink-aloud,writethephrasesSmall Animals and Large Animals on the board.As you classifyeachanimal,writeitsnameunderthecorrectheading.Continueclassifyingtheremaininganimals.Have students point to the group in which they believe the animal belongs.Discuss the sizeoftheanimalwiththeclass,andthenwritetheanimalsnameunderthecorrectcategory.Ask students to work in groups to think of different categories they would use to sort the animals.Have groups classify the animals with their new categories and invite them to share their grouping with the class.Introduce the VocabularyWhilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage4,youmightsay:It looks as though the animal world has some very slow animals.Snails are some of the slowest animals.Even the fastest snails are pretty slow.Slow and SlowerLesson Plan(continued)LeveLI I3 Learning AZ All rights reserved.www.readinga- Remindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.Theycanlookforwordswithinwords,andprefixesandsuffixes.Theycanusethecontext,illustrations,orphotographstoworkoutthemeaningsofunfamiliarwords.Forexample,say:If I did not know the meaning of the word seldom,I could read the definition in the glossary,but I could also turn to the page its found on,read the words and sentences around it,and look at the photographs for clues.When I read page 6 and study the photograph,I can guess that the word must mean the sloth does not often move.Set the Purpose Havestudentsusewhattheyalreadyknowaboutanimalstoaskandanswerquestionsastheyread.Remindthemtothinkabouthowtoclassifythingsinthestory.During ReadingStudent Reading Guide the reading:Have students read to the end of page 6,using their finger to point to each wordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelaskingandansweringquestions.Think-aloud:Earlier I asked the question,WhatotherslowmovinganimalswillIreadabout?So far I have read about snails,starfish,and the three-toed sloth.I learned they are all very slow-moving creatures.Starfish just creep along,and sloths move so seldom plants grow in their fur.I also asked,Aretherereallysnailraces?I learned from reading the caption on page 3 that racing snails have numbers on their backs to make it easy to tell them apart.So I guess there really are snail races.I wonder which animal will be the slowest.I will have to keep reading to find out.Invitestudentstosharesomequestionstheyaskedoransweredastheyread.Modelclassifyinginformation.Think-aloud:I have read about snails,starfish,and three-toed sloths.When I think about what these animals have in common,the first thing that comes to mind is where they live.Sloths and snails both live on land,while starfish live in the water.I think I can classify the animals in this book according to the places they live.I will write the headings Land and Water on the board.I will write the words snails and sloths under the Land heading and the word starfish under the Water heading.Check for understanding:Have students read to the end of page 10.Encourage them to ask and answer questions as they read.Invitevolunteerstosharethenamesoftheanimalstheyreadaboutthroughpage10.Recordalist on the board.Have students work in groups to classify these animals into the Land or Water category.Invitevolunteerstosharetheirgroups.Recordtheanimalsontheboardundertheappropriate heading.Havestudentsreadtheremainderofthebook.Remindthemtoaskandanswerquestions as they read.Have students make a small question mark in their book beside any word they do not understandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Slow and SlowerLesson Plan(continued)LeveLI I4 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Think-aloud:Earlier,I wondered which animal was the slowest.When I read page 9,I learned that snails are the slowest of the animals compared on this page.A snail would take forty-five minutes to travel the length of a school bus!That is much slower than all of the other animals.As I read,I answered one of the questions I had while reading the book.Asking and answering question helped me remember the details of the book.Askstudentstoexplainhowaskingandansweringquestionshelpedthemtounderstandandremember the information in the book.Reflect on the Comprehension Skill Discussion:ReviewtheclassificationofanimalsinthegroupsLand and Water.Whenalltheanimals from the book have been sorted into groups,erase the headings.Have students work together in groups to create new categories for the animals and to classify them into these groups.Havestudentssharetheirgroupsandjustifytheirchoicesforeachcategory.Independent practice:Introduce,explain,andhavestudentscompletetheclassify information worksheet.If time allows,discuss their response.Enduring understanding:In this book,you learned about some of the slowest animals on Earth.Now thatyouhavereadandthoughtaboutthisinformation,whataresomereasonstheyareslow?Build SkillsPhonological Awareness:Segment syllables Revieworexplainthateverywordcontainsoneormoreparts.Explainthatthesepartsare called syllables.Showstudentshowtocountsyllablesbyclappingastheysayaword.Demonstratewiththewordenergy.Clapeachtimeyousayasyllable(threeclaps).Check for understanding:Say the following words one at a time and have students clap the syllables andtellhowmanysyllablesareineachword:mammal,distance,creep,seldom,butterfly,manatee,and monster.Phonics:Initial consonant sn-blend Writethewordsneak on the board and say it aloud with students.Havestudentssaythe/sn/soundaloud.Then,runyourfingerunderthelettersintheword as students say the whole word aloud.Ask students to identify which letters represent the /sn/sound in the word sneak.Havestudentspracticewritingtheletterssn in the air with their finger while saying the /sn/sound.Check for understanding:Writethefollowingwordsthatbeginwiththe/sn/soundontheboard,leavingofftheinitialconsonantblend:snap,snip,snag.Say each word,one at a time,and have volunteers come to the board and add the letters that represent the/sn/sound to each word.Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant sn-blend worksheet.If time allows,discuss their answers.Grammar and Mechanics:Adjectives Writethefollowingsentenceontheboard:Have you ever seen a giant tortoise?Ask students to identify a noun in the sentence(tortoise).Underlinethewordtortoise.Ask students to identify how the tortoise is described(giant).Explainthatadjectives are words that describe nouns or pronouns.Anadjectivetellswhichone,howmany,color,size,whatkind,andsoon.Writethefollowingsentencesontheboard:Sharks are fast hunters.They live in cold water.Haveindividualstudentscometotheboardandcircletheadjectiveineachsentence.Thenhavethemunderlinethenounthateachadjectivedescribes.Slow and SlowerLesson Plan(continued)LeveLI I5 Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentsidentifyandcircletheadjectivesonpage10.Havethemunderlinethenouneachadjectivedescribes.Discusstheresultsasagroup.Askvolunteerstoidentifywhethertheadjectivesdescribewhichone,howmany,whatkind,andsoon.Independent practice:Introduce,explain,andhavestudentscompletetheadjectivesworksheet.If time allows,discuss their responses.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentswords are placed in alphabetical order by first looking at the first letter of each word and then deciding which letter comes first in the alphabet.Writethewordsmammals and energyontheboard.Underlinethefirstletterineachword.Askstudents which letter comes first in the alphabet,m or e.Explainthatthewordenergy would come first in an alphabetical list because the letter e comes before the letter m in the alphabet.Writethewordscreep and seldom on the board.Have students identify the initial letter in each word(s and c).Ask students to identify which letter comes first in the alphabet(c).Explainthatthe word creep would come first in an alphabetical list.Check for understanding:Listthesewordsinthefollowingorderontheboard:snail,tortoise,humans,butterfly,loris,manatee,and animals.Have students write the words in alphabetical orderonaseparatepieceofpaper.Whentheyhavefinished,discusstheiranswers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them discuss groups they classified items into as they read the book with someone at home.Extend the ReadingInformational Writing and Art ConnectionHavestudentsdrawapictureoneoftheanimalstheyreadaboutinthebook.Underthepicture,have students write sentences giving details about the animal.Visit WritingAZ.com for a lesson and leveled materials on informational writing.Science ConnectionLocatemoreinformationontheanimalsdiscussedinthebookanddiscussitwithstudents.Usetheinformationinthebook,thenewinformationgathered,andthemapsfromthebooktoexplorethe reasons these animals move slowly.Have students classify the animals on the basis of this new information.Slow and SlowerLesson Plan(continued)LeveLI I6 Learning AZ All rights reserved.www.readinga-Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay orasajournalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusethestrategyofaskingandansweringquestionstounderstandtext during discussion accuratelyclassifyinformationduringdiscussionandonaworksheet accuratelysegmentsyllablesduringdiscussion identifyandwritethelettersymbolsthatrep