原版英语RAZ 教案K26-Ships and Boats.pdf
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1、1 Learning AZ All rights reserved.www.readinga-Ships and BoatsLesson PlanLeveLK KAbout the BookText Type:Nonfiction/Informational Page Count:16 Word Count:342Book SummaryFrom a simple canoe to a flashy cruise ship,this book traces the history and development of boats used for both work and play.Phot
2、ographs and illustrations support the text.Book and lesson also available at Levels H and R.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledge Mainideaanddetails Identifyvoweldigraphsoa and ow Usecomparativeandsuperlativeadjectives Placewordsinalphabe
3、ticalorderMaterialsGreen text indicates resources available on the website BookShips and Boats(copy for each student)Chalkboardanddry-eraseboard Dictionaries Mainideaanddetails,comparativeandsuperlativeadjectives,alphabeticalorderworksheets Discussioncards Indicates an opportunity for students to ma
4、rk in the book.(All activities may be demonstrated byprojectingthebookonaninteractivewhiteboardorcompletedwithpaperandpencilifthebooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:explorers(n.),frames(n.),goods(v.),p
5、ropellers(n.)Enrichment:broad(adj.),engines(n.),oars(n.),paddles(n.),poles(n.),sails(n.),submarines(n.)Before ReadingBuild Background Havestudentsclosetheireyesandimaginethemselvesoutonthewaterinaboat.Havethemvisualizetheboat.Askthemtodescribetheboat.Howbigisit?Doesithavesails,paddles,oars,or a moto
6、r?How many people does it hold?How fast does it go?What body of water does it float on?Askstudentsaboutthedifferentkindsofboatstheyknowof.Compilealistoffamiliarboats on the board,along with any other vocabulary they may suggest.2 Learning AZ All rights reserved.www.readinga-Ships and BoatsLesson Pla
7、n(continued)LeveLK KPreview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is and what it might be about.Showstudentsthetitlepage.Disc
8、usstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatonewaytounderstandandrememberinformationinnewtextistoconnectwithwhattheyalreadyknowaboutthetopic.Modelconnectingtopriorknowledge.Think-aloud:When I read
9、 a new book,I try to think about what I already know about the topic.When I look at the title of this book and the front and back covers,I think about a cruise ship I once toured.It was huge and was used a long time ago to transport people across the ocean.I remember the lifeboats that hung from the
10、 sides in case of emergency and the huge engine room in the lower part of the ship.I might read about a cruise ship like that in this book.If I do,that part will be easy for me to understand because I already know a little bit about cruise ships since I have seen one.Asstudentsread,encouragethemtous
11、eotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Writethefollowinglistofwordsontheboard:river,ocean,lake,stream.Ask students to describe what these words refer to(different bodies of water).Point out that the def
12、initions of these words helps to identify the main idea.(There are many different types of bodies of water.)The words river,ocean,lake,and stream are the details that support this main idea.Explainthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinto sections,each section with i
13、ts own main idea.Readpage4aloudtostudents.Modelidentifyingthemainideaanddetails.Think-aloud:As I read page 4,all of the sentences mention something about ships and boats.This page gives information about ships and boats carrying things over water.I will underline this information.The sentences also
14、mention that it used to be the fastest way to move things,and that they continue to get bigger and faster.Based on what Ive read,I think the main idea of the introduction is:Shipsandboatscarrythingsoverthewater.Theirdesignhascontinuedtochangeover time.Writethemainideaontheboard.Askstudentstoidentify
15、thedetailsfromthebookthatsupport this main idea(carry people,carry goods,fastest way to move,and so on).Write these details on the board.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:explorers,frames,and propellers.Givegroupsofstudentsthreepiecesofblankpaper.Havet
16、hemwriteordrawwhattheyknowabouteachword.Createadefinitionforeachwordusingstudentspriorknowledge.Revieworexplainthattheglossarycontainsalistofvocabularywordsandtheirdefinitions.Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Havestudentslocate the glossary at the back of the book.In
17、vite a volunteer to read the definition for explorers in the glossary.Have students compare the definition with their prior knowledge of the word.Then have them follow along on page 10 as you read the sentence in which the word explorers is found to confirm the meaning of the word.Repeat the exercis
18、e with the remaining vocabulary words.3 Learning AZ All rights reserved.www.readinga-Ships and BoatsLesson Plan(continued)LeveLK KSet the Purpose Asstudentsreadthebook,havethemthinkaboutwhattheyalreadyknowaboutshipsandboatstohelpthemunderstandwhattheyrereading.During ReadingStudent Reading Guide the
19、 reading:Give students their copy of the book and have them put a finger on the bottom of page 8.Instruct them to read to the end of this page.Have students reread the pages if they finish before everyone else.Whentheyhavefinishedreading,askstudentswhatwordsweredifficultforthem.Invitethemto point ou
20、t parts of the book that contained information they already knew about ships and boats.Have them tell how this familiar information helped them understand what they read.Modelconnectingtopriorknowledge.Think-aloud:As I was reading,I thought about a time when my dad and I took a canoe out on a lake.W
21、e used oars to steer the boat in the water.I remember how hard it was to push my oar through the water.I thought about that experience as I read about some of the first boats.That section was easy for me to understand because I was thinking about what I already knew.Modelidentifyingthemainideaanddet
22、ails.Think-aloud:As I started reading the section titled“Early Ships and Boats,”most of the sentences mentioned something about the first ships and boats.I read that they used to be made out of logs and that people used poles to push them.I will underline this information.I also read that other boat
23、s used oars and that later on people began making boats with wooden frames.I will underline this information,too.Based on what Ive read,I think the main idea of the section so far is:The construction of boats and oars has changed over time.Writethemainideaontheboard.Askstudentstoidentifydetailsthats
24、upportthismainidea(firstmade of logs,poles to push,oars push the water,and so on).Write these details on the board.Check for understanding:Have students read pages 9 and 10.Invite them to point out parts of the book that contained information they already knew about ships and boats.Explaintostudents
25、thattheyhavejustfinishedreadingthesecondsectionofthebook,“EarlyShipsandBoats.”Pointtotheboardwherethedetailswerewrittenfrompages5through8.Invite students to continue sharing the important details about the section.Write these details on the board(sails move boats,catch the wind,carried people around
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