原版英语RAZ 教案F15-Community Workers.pdf
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1、Community WorkersLesson PlanLeveLF F1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:84Book SummaryHave you ever stopped to think about the people who work and help in the community each day?Community Workers provides reader
2、s with a brief overview of familiar helpers in the community,including doctor,firefighter,and mail carrier.engaging puzzle format encourages the reader to use clues to guess the community worker being described.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereading
3、strategyofconnectingtopriorknowledgetounderstandnewinformation in nonfiction text Classifyinformation Blendphonemes Identifyandusetheconsonantdigraphsh Understandandidentifyquestionmarks UnderstandandusecontentvocabularyMaterialsGreen text indicates resources available on the website BookCommunity W
4、orkers(copy for each student)Chalkboardordryeraseboard Pencils,crayonsormarkers,paperorcardstock Classifyinformation,questionmarks,contentvocabularyworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interact
5、ive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency words:are,he,in,is,she,this,who Content words:community,deliver,doctor,firefighter,healthy,hose,mail carrier,safe,thermometer,workersBefore ReadingBuild Background Writethewordcommunity on the board.expl
6、ain that a community is a group of people who live in the same place and community workers are people who work in the community.Ask students to close their eyes and picture a community in their mind.Then have them name words that are associated with the word community,suchastypesofbuildings,jobs,peo
7、ple,andplaces.Writethe words around the word community to give students a graphic representation of the topic.Community WorkersLesson Plan(continued)LeveLF F2 Learning AZ,Inc.All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontcoverofthebookandreadthetitle.Askthemwhatthe
8、yknowaboutcommunity workers.Showstudentsthetophalfofthepictureonthebackcover.Invitethemtoexplainwhotheworker is(a teacher)and what picture clues helped them draw this conclusion.Pointoutthattheauthorencouragesthemtopredictwhothecommunityworkersinthebookare by showing an outline of each person.encour
9、age students to use the clues about the worker on each page to predict the type of worker they will find on the following page.Reviewthetitlepage,tableofcontents,glossary,andindex.Talkabouttheinformation(titleofbook,authors name,vocabulary words and definitions).Introduce the Reading Strategy:Connec
10、t to prior knowledge Explainthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthetopic of the book will help them to understand what they read.Modelhowtoconnecttopriorknowledge.Think-aloud:I know that good readers
11、 think about what they already know when they read.This helps them read new words and understand new information.As I read the title and look at the front and back covers,I think about all the people who work in our community,such as police officers,teachers,and bus drivers.The information I already
12、 know about workers in our community will help me read and understand the information about the community workers in this book.Invitestudentstonameothercommunityworkerstheyknowaboutandexplainwhytheyareimportant to the community.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontotheta
13、rgetedstrategy presented in this section.Introduce the Comprehension Skill:Classify information Writethefollowingwordsontheboard:apple,basketball,carrot,strawberry,pumpkin,football,and potato.(You may also choose to bring examples of the items in.)explain that sorting information into groups helps r
14、eaders understand and remember information.Modelhowtoclassifyinformation.Think-aloud:As I thought about how to group these objects,I started by asking myself what they have in common.I noticed that an apple,a carrot,a strawberry,a pumpkin,and a potato are all things I can eat.I will group these word
15、s on the board under the heading ThingsICanEat.I noticed that a basketball and a football are both things I cannot eat.I will group these words on the board under the heading ThingsICannotEat.Inviteavolunteertosortthewordsintogroupsinadifferentwayandexplainhowheorshesorted them(for example,red objec
16、ts,brown objects,and orange objects).Introduce the Vocabulary Usethebookwalkasanopportunitytointroduceunfamiliarvocabularyandtomodelanydifficult language patterns.For example,point to the word thermometeronpage5.Modelusingthe picture clue for meaning and breaking the word apart into smaller chunks(t
17、her-mom-e-ter).Then read the sentence to students and ask if the word thermometer makes sense and looks right.Remindstudentsthattheyshouldalwayscheckwhetherawordmakessensebyrereadingthe sentence in which it appears.Remindstudentsthatidentifyingwithwhatishappeninginthepicturesanddrawingonwhatthey kno
18、w about the experience can help them read the new word on the page.Community WorkersLesson Plan(continued)LeveLF F3 Learning AZ,Inc.All rights reserved.www.readinga-Set the Purpose Havestudentsusewhattheyalreadyknowaboutcommunityworkerstohelpthemreadthebook.Remindthemtothinkabouthowtheywouldsortthei
19、nformationtheyreadintogroups.During ReadingStudent Reading Guide the reading:Give students their books.Have them put a sticky note on page 8 and ask them to read to the end of the page.encourage students who finish before others to reread the text.Modelconnectingtopriorknowledge.Think-aloud:Ive been
20、 to many doctors appointments where a nurse used a thermometer to check my temperature.Since I already knew about thermometers,it was easier for me to read and understand that part of the book.Check for understanding:Have students explain how they used prior knowledge to understand how a firefighter
21、 helps keep people safe.(Accept all answers that show students understand how to connect to prior knowledge.)Askstudentstoreadtheremainderofthebook.Remindthemtocontinuetousewhattheyalready know to help them understand what they read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonot
22、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 strategies and context clues.Reflect on the Reading Strategy Havestudentsexplainhow
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