原版英语RAZ 教案raz_laa38_plant_lp.pdf
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1、The PlantLesson PlanLeveLaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:17Book SummaryThis book informs students about what is needed to grow a plant.Students will learn how to ask and answer questions as well as sequence events
2、 in this informative concept book.Detailed,supportive photographs and the high-frequency word the support early readers.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Sequenceevents Discriminateinitialconso
3、nant/s/sound IdentifyinitialconsonantSs Recognizeandlocatesimplesubjects Recognizeandusehigh-frequencywordtheMaterialsGreentext indicates resources available on the website BookThe Plant(copy for each student)Chalkboardordryeraseboard Sequence events,initial consonant Ss,simplesubjectworksheetsIndic
4、atesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonV.High-frequency word:the Content words:Story critical:dirt(n
5、.),hole(n.),plant(n.),rain(n.),seed(n.),shovel(n.),sunshine(n.)Before ReadingBuild Background Writethewordplant on the board and point to it as you read it aloud to students.Repeattheprocessandhavestudentssaythewordaloud.Askstudentstoidentifythingsaplantmightneedinordertogrow.Book WalkIntroduce the
6、Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledThe Plant.(Acceptallanswersthatstudentscanjustify.)The PlantLesson Plan(continued)LeveLaaaa2 Learning AZ All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformat
7、iononthepage(titleofbook,authorsname).Writethefollowingrepetitivephraseontheboard:The _.Readthephrasealoud,pointingtothewordsasyoureadthemtostudents.Havestudentsreadthemaloud.Explainthatthesewords repeat throughout the book.Introduce the Reading Strategy:Ask and answer questions Modelhowtoaskquestio
8、nsasyoupreviewthebook.Think-aloud:When I read the title and look at the picture on the cover,I wonder what I will learn about a plant as I read this book.I will write that question on the board(WhatwillIlearnabouta plant?).On the title page,it looks as though there are some things that might be used
9、 to help a plant grow.I wonder what a plant might need in order to grow.I will write that question on the board(Whatdoestheplantneedinordertogrow?).Showstudentsthebackcoverandaskwhattheyseeinthepicture.Askstudentswhatquestionstheymightaskaboutthepicture.Ifnecessary,modeloncemoreforstudentshowtoaskqu
10、estions about the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplaintostudentsthatstepsforhowtodosomethingaretoldinorderfrombeginning to end.Modelsequencingthemainstep
11、sofafamiliarprocess,suchasdoingthelaundry.Writekeywords about each event in order on the board as you describe them to students.Think-aloud:When I do something,I often seem to follow certain steps in a certain order.For example,when I do the laundry,first I gather up all the dirty clothes.Next,I tak
12、e them to the laundry room.Then I sort them by color and type.Next,I put them into washing machines.Then I put them in other machines to dry them.Last,I fold the clothes and put them away.I have a plan for how to do the laundry.Since I think this book is about growing a plant,I will think about the
13、steps I will need to take to grow a plant and the order in which the steps need to happen.Explaintostudentsthatcertainwordsareoftenusedtoexplainasequenceofevents.Readthe list of events for doing laundry on the board to students in order,using words such as first,second,next,then,and last.Usethekeywo
14、rdsontheboardtosequencetheeventsoutoforder.Askstudentstoexplain whytheorderofthestepsisimportant(theprocessdoesnotmakesenseifitsoutoforder).Discuss with students that a process for doing something makes sense only if the events are in the correct order.Introduce the Vocabulary Whilepreviewingthebook
15、,reinforcethevocabularywordsthatstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:It looks as though the dirt is ready for something to be planted.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordhole
16、onpage5andsay:I am going to check the picture and think about what would make sense to figure out this word.The picture shows an opening in the dirt.When I look at the first part of the word,it starts with the/h/sound.However,the word opening starts with the/o/sound,so this cant be the word.I know t
17、hat an opening in the dirt is sometimes called a hole.The word hole starts with the/h/sound.The sentence makes sense with this word.The word must be hole.Set the Purpose Havestudentsusewhattheyalreadyknowaboutgrowingplantstohelpthemreadthebook.Remindthemtothinkaboutthesequenceofeventsastheyread.The
18、PlantLesson Plan(continued)LeveLaaaa3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word onpage3(The).Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoread the words fro
19、m left to right.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofpage3.Havethemread to the end of page 5,using their finger to point to each word as they read.encourage studentswhofinishbeforeotherstorereadthetext.Cutapartthepicturesfrompages310ofanextracopyofthebook.Placethemoutoforderina
20、pocketchartoralongthechalkboardledge.Modelaskingandansweringquestionsandsequencing events.Think-aloud:On page 5,I see someone making a small hole in the dirt with the shovel.I know that dirt and a shovel are two of the first things I would need to have and use in order to grow a plant.I will place t
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