原版英语RAZ 教案raz_laa28_farmanimals_lp.pdf

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1、Farm AnimalsLesson PlanLeveLaaaa1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Concept Page Count:10 Word Count:16Book SummaryFarm Animals is a simple book that introduces seven charming farm animals,most of which will be familiar to the reader.The playful illustra

2、tions support one-to-one picture-to-text correspondence.About the LessonTargeted Reading Strategy Connect to prior knowledge Objectives Connect to prior knowledge to understand text Identify main idea and details Identify rhyme Identify initial consonant Pp Recognize and use nouns Categorize wordsMa

3、terialsGreen text indicates resources available on the website BookFarm Animals(copy for each student)Chalkboard or dry erase board Main idea and details,initial consonant Pp,categorize words worksheets Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by

4、projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.High-frequency words:the Content words:Story critical:animals(n.),chicken(n.),cow(n.),dog(n.),duck(n.

5、),goat(n.),pig(n.),sheep(n.)Before ReadingBuild Background Make two columns on the board and label them Farm and City.Discuss the meaning of each word with students.Ask students if the same kinds of animals live on a farm as in the city.Have students suggest animals and tell in which list they shoul

6、d be written.Help students brainstorm as many animals as possible.When finished,review the lists with students.Ask students if any of the animals that live in the city could also live on a farm.Circle the names of any animals written in both columns.Farm AnimalsLesson Plan(continued)LeveLaaaa2 Learn

7、ing AZ All rights reserved.www.readinga- Discuss how some animals can live in both places.Have students look at the lists and tell the animals that cannot live in both places.Discuss reasons those animals can only live in one place or the other.Book WalkIntroduce the Book Show students the front and

8、 back covers of the book and read the title with them.Ask what they think they might read about in a book called Farm Animals.(Accept all answers that students can justify.)Show students the title page.Discuss the information on the page(title of book,authors name,illustrators name).Write the follow

9、ing repetitive phrase on the board:The _.Read the word aloud with students.explain that this word followed by the name of an animal repeats throughout the book.Introduce the Reading Strategy:Connect to prior knowledge explain to students that good readers make connections between what they already k

10、now and new information they read.Remind them that thinking about what they already know about the topic of the book will help them understand what they read.Model connecting to prior knowledge using the information on the covers.Think-aloud:When I look at the front cover of Farm Animals,I see many

11、animals.Since the title of the book is Farm Animals,the animals that are in the picture probably live on a farm.I know that animals that live on a farm are taken care of by a farmer.The farmer makes sure the animals have the right kind of food and plenty of water.The information I already know about

12、 farms will help me read and enjoy the information in the book.As students read,encourage them to use other reading strategies in addition to the targeted strategy presented in this section.Introduce the Comprehension Skill:Main idea and details explain to students that every book has a big,or main,

13、idea,which is what the book is mostly about.Read the title to students.explain that the title often provides clues about the books main idea.Invite students to share predictions about the main idea of this book.explain to students that the main,or big,idea of this book is:Farm Animals.Write the phra

14、se Farm Animals on the board.Point to each word as you read the phrase aloud with students.Model how to identify details.Think-aloud:I know that every book has details that help explain the big idea.I know that this book is about farm animals.On the back cover,I see a chicken pecking the ground.I kn

15、ow that a chicken is an animal that lives on a farm.Since a chicken helps to explain the big idea,it might be a detail in the book.Review animals that live on a farm that were discussed in the Build Background section.Discuss whether any of these animals might be details in the book.Introduce the Vo

16、cabulary Go through each page of the book with students.Ask them to talk about what they see in the pictures and use the vocabulary they will encounter in the text.Ask them to name what they see in the pictures and have them draw on prior knowledge and experience with animals they have had or seen.F

17、or example,point to the dog on page 3 and ask:What animal is this?Be certain that students are making the connection between the picture and the word.Point out the words on the page.explain that the words on the page tell the story and that the words are read from left to right.Ask a student to come

18、 up and point on the book you are holding to the place where he or she should start reading and in which direction he or she should read.Reinforce new vocabulary and word-attack strategies by modeling how students can read unfamiliar words.Ask a volunteer to point to the word pig on page 4.Ask stude

19、nts how they know this word is pig.Model how they can use the picture clues to help them read words.Farm AnimalsLesson Plan(continued)LeveLaaaa3 Learning AZ All rights reserved.www.readinga-Set the Purpose Have students use what they already know about farms and animals to help them read the book.Re

20、mind them to think about the details that support the main idea as they read.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word on page 3(The).Point out to students where to begin reading on each page.Remind them to read the

21、words from left to right.Ask students to place a finger on the page number in the bottom corner of the page.Have them read to the end of page 5,using their finger to point to each word as they read.encourage students who finish before others to reread the text.Model connecting to prior knowledge.Thi

22、nk-aloud:On page 4,I see a pig.I have seen a pig like this on a farm.Some pigs have pink skin.They love to roll in the mud to keep cool.A pig is a farm animal.Invite students to share how they connected with what they already knew as they read.Review the main idea of the book:Farm Animals.Ask studen

23、ts to tell whether or not a pig is a detail that supports the main idea of the book and to explain why(yes;a pig is an animal you might see on a farm).Introduce and explain the main-idea-and-details worksheet.Discuss why the pig would be pasted on the sheet and the lion would not.Check for understan

24、ding:Have students read to page 8.encourage them to share how they connected to prior knowledge as they read.(Accept all answers that show students understand how to connect to prior knowledge.)Ask students to share other details they read that support the main idea Farm Animals.Have students read t

25、he remainder of the book.Remind them to use what they already know about farm animals to help them understand new information as they read.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that f

26、ollows.After Reading Ask students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:When I read page 10,I thought about farms and all of the animals that live

27、 there.The picture shows many animals that live on a farm.They all look happy.The farmer must be taking good care of these animals.I used what I already knew to read this page and better understand the story.Have students draw a picture on a separate piece of paper showing how they connected to prio

28、r knowledge while reading.Invite them to explain their picture to the class.Ask students to explain how thinking about what they already knew helped them understand and enjoy reading the book.Reflect on the Comprehension Skill Discussion:Read the main idea on the board with students.Discuss the pict

29、ures of animals at the bottom of the worksheet.Ask a volunteer to name one animal that supports the main idea.Have him or her explain why.Farm AnimalsLesson Plan(continued)LeveLaaaa4 Learning AZ All rights reserved.www.readinga- Independent practice:Have students complete the main-idea-and-details w

30、orksheet.Enduring understanding:In this book,you learned about many animals that live on a farm.Now that you know this information,why do you think these animals live on a farm?Build Skills Phonological Awareness:Identify rhyme Read aloud the rhyme that follows.Then read it a second time and have st

31、udents identify the rhyming words.Dog,pig,chicken,goat,ride the sea in a big green boat.Cow,duck,sheep,cat,ride the sea on a big yellow mat.Have students listen as you say the following pairs of words:pig/big,pig/duck,pig/dig,pig/rig,pig/cow,pig/jig,pig/fig.Have them tap the table if the words rhyme

32、.Have them sit quietly if the words do not rhyme.Phonics:Identify consonant Pp Write the word pig on the board and say it aloud with students.Have students say the/p/sound aloud.Then run your finger under the letters in the word as students say the whole word aloud.Ask students which letter stands f

33、or the/p/sound in the word pig.Have students practice writing the letter Pp on a separate piece of paper as they say the sound of the letter.Check for understanding:Write the following words that begin with the letter Pp on the board,leaving off the initial consonant:pat,pan,pit.Say each word,one at

34、 a time,and have volunteers come to the board and add the initial Pp to the words.Then have them read the words aloud.Independent practice:Introduce,explain,and have students complete the initial consonant Pp worksheet.If time allows,discuss their responses.Grammar and Mechanics:Nouns Show students

35、a picture of a person,a place,and a thing.Ask volunteers to identify the pictures.explain that some words name a person,a place,or a thing.These naming words are called nouns.Have students turn to page 3 in their book.Invite them to read the first phrase together,pointing to the words as you read th

36、em aloud.Ask students to point to the word that names a thing(dog).Ask students to find the naming word on page 4(pig).Reinforce that all of the names of the animals in the book are naming words.Check for understanding:Ask students to identify other naming words that identify things that are not in

37、the book.Write students responses on the board.Word Work:Categorize words Tell students that the words they read in the book are used to tell about animals that live on a farm and that these words can be put into a group called Farm Animals.Draw a large circle on the board with the word Farm Animals

38、 in the center.Check for understanding:Tell students that they can make other groups using these animals.Write Animals with Feathers on the board.Ask students what farm animals from the book would go in this group(chicken,duck).Write Animals with Fur on the board.Ask students to identify the farm an

39、imals from the book that would go in this group(dog,cow,goat,sheep).Farm AnimalsLesson Plan(continued)LeveLaaaa5 Learning AZ All rights reserved.www.readinga- Independent practice:Introduce,explain,and have students complete the categorize words worksheet.Have students work with a partner to make ot

40、her groups using the farm animals from the book.Ask them to tell the name of each group.(examples of groups include:Animals with/without spots,animals that do/do not jump,animals with/without horns.)Build Fluency Independent Reading Allow students to read their book independently.Additionally,allow

41、partners to take turns reading parts of the book to each other.Home Connection Give students their book to take home to read with parents,caregivers,siblings,or friends.Have them share with someone at home how they connected with what they already knew as they read the book together.Extend the Readi

42、ngWriting and Art ConnectionHave students use the pattern of the text in Farm Animals to create a new book as a class project.Brainstorm a group of animals to write about,such as zoo animals,ocean animals,or desert animals.Have students suggest names of animals.Write each animals name on a sheet of

43、paper.Have students illustrate the animals.When they are finished,bind their pages together into a book and place the book in a learning center for all to read.Social Studies and Music Connection Show students the picture of the sheep on page 9.Point out that sheep are animals that live on farms thr

44、oughout the world.explain that their bodies are covered with soft,curly hair called wool.Tell students that wool is important to people because it is used to make clothes to keep us warm.Tell students that farmers shear,or cut,the wool from the sheep.Point out that this doesnt hurt the sheep,and the

45、 wool grows back.explain that the wool is sent to factories to be made into items such as coats,sweaters,socks,and blankets.Ask students to think of clothes they have that might be made of wool.Make a list on the board.Teach students the familiar song Baa Baa Black Sheep.Assessment Monitor students

46、to determine if they can:consistently connect to prior knowledge to understand text understand that stories have a main idea that is supported by information from the text;demonstrate finding the correct details by choosing the right farm animals to paste on a worksheet accurately identify pairs of

47、words that rhyme during discussion accurately identify and write the letter symbol that stands for the/p/sound during discussion and on a worksheet recognize that nouns tell the names of things during discussion categorize animals into groups of their choosing and explain reasons for categorization in discussion and on a worksheetComprehension Check Retelling Rubric