原版英语RAZ 教案H01-Smaller and Smaller.pdf
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1、1 Learning AZ All rights reserved.www.readinga-Smaller and SmallerLesson PlanLeveLH HAbout the BookText Type:Fiction/Fantasy Page Count:14 Word Count:214Book SummaryA group of farm animals notice that their friends appear smaller and smaller as they go to a barn far away.Cow,who believes that each a
2、nimal has disappeared,is the last to go to the barn.When she gets to the barn,she discovers something unexpected.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandrememberafictionstory Sequenceeventsinastory Manipulatemedialsounds Identifyshort
3、voweli Recognizeandunderstandtheuseofquotationmarks IdentifyandusesynonymsMaterialsGreen text indicates resources available on the website BookSmaller and Smaller(copy for each student)Chalkboardordryeraseboard Sequenceevents,quotationmarksworksheets Discussion cardsIndicatesanopportunityforstudents
4、tomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.High-frequency words:saw,see,to,too,very Content words:Story critical:bigg
5、er(adj.),disappeared(v.),farther(adv.),goodness(n.),reached(v.),shrinking(v.)Before ReadingBuild Background Askstudentsiftheyhaveevernoticedhowthingsappeartogrowsmallerthefartherawaytheyare,suchasanairplaneaftertakeoff,oraballoonreleasedintotheair.Invitethemtodescribesomething they have observed get
6、ting smaller and smaller as it moved farther away.Book Walk Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheymightreadaboutinabookcalledSmaller and Smaller.(Accept any answers students can justify.)Showstudentsthetitlepage.Discusstheinformationthatonthepage(titleofbook,au
7、thorsname,illustratorsname).Askwhotheythinkthecharactersinthebookwillbe.2 Learning AZ All rights reserved.www.readinga-Smaller and SmallerLesson Plan(continued)LeveLH HIntroduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then durin
8、g reading to retell in their mind what is happening in the story.Explaintostudentsthatwhensomeoneretellssomething,theyexplainthedetailsofwhathappened in order.Point out that people retell stories as part of their daily lives,such as explainingwhathappenedatasportsgame.Askstudentstoshareotherexamples
9、ofwhenpeople might give a retelling.Modelretellingafamiliarstoryindetail,suchasGoldilocks and the Three Bears.Think-aloud:In GoldilocksandtheThreeBears,Goldilocks comes to a house in the forest that belongs to three bears:a mama bear,a papa bear,and a baby bear.The bears leave the house for a walk i
10、n the forest while their porridge is cooling.Goldilocks goes inside the house,even though no one is home.First,Goldilocks sees three bowls of porridge on the table.She tries each one.The first bowl is too hot,the second bowl is too cold,and the third bowl is just right,so she eats it all up.Next,she
11、 sees three chairs and sits in each one.The first chair is too hard,the second chair is too soft,and the third chair is just right.However,the chair breaks and Goldilocks falls to the ground.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.H
12、avestudentsplacestickynotesonpages6,10,and14.Explaintothemthatastheyread,theyshouldstoponthesepagestothinkaboutwhathashappenedinthestory.Encouragestudentsto retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrat
13、egy presented in this section.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeintheillustrationsandusethevocabularytheywillencounterinthetext.Modelhowtousewhattheyknowabouthowthingsappeartoshrinkthefartherawaytheyareastheypreviewtheillustrations.Reinforcenewvocabularyby
14、incorporatingitintothediscussionofthepictures.Forexample,on page 5,you might say:Goat looks like hes shrinking.Usephrasesfromthebooksuchas“Goodness me,”and“Oh no”whilepreviewingthebooktoincorporatebooklanguageintothe discussion.Modelforstudentsthestrategiestheycanusetoworkoutwordstheydontknow.Forexa
15、mple,point to the word fartheronpage6.Modelusingthefamiliarwordpartfar and the picture to readtheword.Thenreadthesentencetostudentsandaskifthewordfarthermakessense.Set the Purpose Havestudentsreadthebooktofindoutwhatgetssmallerandsmaller.Remindthemtostopreadingattheendofeachpagewithastickynotetoquic
16、klyretellintheirmindthedetails of what has happened so far in the story.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Askthemtoplaceafingeronthepagenumberatthebottomcornerofthepage.Havethemreadtotheendofpage6,usingtheirfingertopointtoeachwordastheyread.Encouragestude
17、ntswhofinishbeforeotherstorereadthetext.Askstudentswhathashappenedsofarinthestory.Modelhowyoustoppedtomentallyretellthe story.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.First,lots of farm animals were standing on top of a hill looking at the barn on another h
18、ill.Goat decided to go to the barn.So it ran down the hill and across the field.As it ran farther away,Cow thought Goat was shrinking and then disappeared completely.3 Learning AZ All rights reserved.www.readinga-Smaller and SmallerLesson Plan(continued)LeveLH H Havestudentsreadtotheendofpage10.Askt
19、hemtoretelltheeventsofthestorytoapartner.Observetheirretellingsforcharacters,sequenceofevents,anddetails.Havestudentsreadtheremainderofthestory.Remindthemtostopreadingattheendofeachpagewithastickynotetoquicklyretellintheirmindthedetailsofwhathashappenedsofar in the story.Havestudentsmakeasmallquesti
20、onmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Str
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