原版英语RAZ 教案I43-Slow and Slower.pdf
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1、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 slu
2、ggish 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-f
3、requency words,and repetitive phrases support readers.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Classifyinformation Segmentsyllables Identifyinitialconsonantsn-blend Recognizeanduseadjectives Understandhowtoplacewordsinalphabetica
4、lorderMaterialsGreentext 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
5、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.),energ
6、y(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
7、 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
8、 ofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofstory,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebookonthebasisofwhatthe
9、yseeinthetableofcontents.(Acceptallanswersstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthateffectivereadersaskquestionsbeforeandwhilereadingastory,andlookforanswersastheyread.Explaintostudentsthataskingandansweringquestionshelpsreadersunderstandandenjo
10、ythebook.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.(Whatsl
11、ow-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 t
12、he 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 in
13、formation Explaintostudentsthatengagedreadersoftenthinkabouttheobjectsinabook,whattheyhaveincommon,andthensortthemintogroups.Sortingobjectsintodifferentcategoriesiscalled classifying information.Classifyinginformationhelpsreadersbetterunderstandthebook.Writethefollowingwordsontheboard:turtles,fish,s
14、nails,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 anim
15、als,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 a
16、bout 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,writeit
17、snameunderthecorrectheading.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
18、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 lo
19、oks 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.For
20、example,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
21、,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 Haves
22、tudentsusewhattheyalreadyknowaboutanimalstoaskandanswerquestionsastheyread.Remindthemtothinkabouthowtoclassifythingsinthestory.During ReadingStudent Reading Guide the reading:Have students read to the end of page 6,using their finger to point to each wordastheyread.Encouragestudentswhofinishbeforeot
23、herstorereadthetext.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 seld
24、om 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 readi
25、ng 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
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