原版英语RAZ 教案N18-Sparky's Mystery Fortune.pdf

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1、1 Learning AZ,Inc.All rights reserved.www.readinga-Sparkys Mystery FortuneLesson PlanLeveLN NAbout the BookText Type:Fiction/Mystery Page Count:16 Word Count:521Book Summaryemma and her family go to the Golden Pagoda restaurant every year on her moms birthday.Before they leave,emma puts their new pu

2、ppy,Sparky,out in the backyard,but forgets to lock the gate.While at dinner,each member of the family receives a mysterious fortune in their fortune cookie.When they arrive home,they discover that Sparky has escaped the backyard.How will their fortunes help emma and her family find Sparky?About the

3、LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstounderstandtext Identifycorrectsequenceofeventsinthetext Identifyr-controlled/ur/letter combinations er,ir,and ur Recognizeandusecontractionscorrectly Identifya

4、nddistinguishbetweenmultiple-meaningwordsMaterialsGreentext indicates resources available on the website BookSparkys Mystery Fortune(copy for each student)Chalkboardordryeraseboard Prediction,sequenceevents,contractions,multiple-meaningwords worksheets Discussion cardsIndicatesanopportunityforstuden

5、tstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:breathlessly,container,discovered,fortune cookies,mystery,restaurant,theoriesBefore ReadingBuild Background Discussthemeanin

6、gofthewordfortune.PurchasefortunecookiesfromalocalAsianrestaurantorgrocerystoreinyourarea.Giveonetoeachstudent.Askwhethertheyhaveeverhadafortunecookie before.Have students break open their cookie and share their fortune.Lead a discussion on what students think about telling fortunes,or predicting ev

7、ents in the future.(Note:You may need to solicit school and parent approval if students will consume the fortune cookies.)Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them

8、 to offer ideas as to what type of book it is and what it might be about.Showstudentsthetitlepage.Talkabouttheinformationonthepage(title,authorsname,illustrators name).2 Learning AZ,Inc.All rights reserved.www.readinga-Sparkys Mystery FortuneLesson Plan(continued)LeveLN NIntroduce the Reading Strate

9、gy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictions,orguesses,aboutwhatwillhappen in a book based on the series of events and what the characters say,do,and think in the story.Astheyreadthestory,readersmake,revise,orconfirmpredictionsbasedonwhattheylearn from

10、reading.Before reading a book,readers can use the title and illustrations as the basis for making predictions.Modelusingthetitle,frontcoverillustration,andtitlepageillustrationtomakeaprediction.Think-aloud:To make my first prediction,I think about the title of the story,Sparkys Mystery Fortune.I won

11、der what the mystery is.When I look at the front cover illustration,I see a girl holding some small strips of paper.I wonder whether she is Sparky.On the title page,I see bits of broken fortune cookies.The small slips of paper in the illlustration must be the fortunes from inside the cookies.Maybe S

12、parky gets a mysterious fortune inside her fortune.Ill have to read the book to find out.Introduceandexplaintheprediction worksheet.Createasimilarchartontheboard.Modelwriting a prediction in the Make column,such as Sparky is a girl who discovers a mysterious fortune in her cookie.Invitestudentstomak

13、eapredictionbasedonthetableofcontentsandcover illustrations,and write it on their worksheet in the Make column.Share and discuss the predictions as a group.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Ski

14、ll:Sequence events Revieworexplainthatstoriesaregenerallytoldinorderfrombeginningtoend.ModelsequencingthemaineventsofthestoryGoldilocks and the Three Bears.Write key words about each event in order on the board as you describe them to students.Think-aloud:If I want someone to be able to retell the s

15、tory of GoldilocksandtheThreeBears,certain events need to be included in order to tell the story correctly.In this story,the first event that happens is that Goldilocks goes into the house of the three bears.Next,she tastes three bowls of porridge,but only the third bowl tastes just right.Then she s

16、its on three different chairs,but only the third chair feels just right.Then she sits on three different beds,but only the third one feels so good that she falls asleep.Last,the three bears come home and see what Goldilocks has done with the porridge and the chairs,and they find her asleep in the be

17、d.Goldilocks wakes up and runs away.I will write these events on the board in order.Explaintostudentsthatcertainwordsareoftenusedtoexplainasequenceofevents.Readthelist of events on the board to students in order,using words such as first,next,then,and last.Askstudentstoidentifythesetypesofsequencing

18、wordsfromtheexample.Haveavolunteerusethekeywordsontheboardtosequencetheeventsofthestoryoutoforder.Askstudentstoexplainwhytheorderofthestepsisimportant(thesequencedoesnotmake sense out of order).Pointouttostudentsthatthesequenceofeventslistedontheboardshowsonlytheeventsthataremostimportantforsomeonet

19、ounderstandthestory.Itdoesnotincludeallthedetailsofaretelling of the story.Introduce the Vocabulary Reviewwithstudentsstrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.Theycanlookforbasewords,prefixes,an

20、dsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Havestudentsturntopage5intheirbook.Pointoutthewordbreathlessly and say it aloud withstudents.Modelhowtousecontext-cluesandsuffixestoidentifythemeaningofaword.Say:When I read the sentence in which breathlessly appears,I noticed that

21、breathlessly was describing how Dad and the children ran.I know that the suffix-lessmeans without.When I add this meaning to the word breath,the word breathless would mean out of breath.It would make 3 Learning AZ,Inc.All rights reserved.www.readinga-Sparkys Mystery FortuneLesson Plan(continued)Leve

22、LN Nsense for someone to be out of breath if he or she had just been running.I used clues in the story and what I know about suffixes to help me understand the meaning of the word.Havestudentsfollowalongasyoureadthesentenceonthepagetoconfirmthemeaningof the word.Set the Purpose Havestudentsreadthebo

23、oktofindoutmoreaboutthefortuneandwhyitisamystery.Remindthem to make,revise,and confirm predictions as they read.Have them think about the events that happened first,next,and so on.During ReadingStudent Reading Guide the reading:Have students read to the end of page 8 and then stop to think about the

24、 events that have happened so far in the story.encourage students who finish before others to rereadthetext.Modelmakingaprediction.Think-aloud:Before reading,I predicted that the girl on the front cover was named Sparky and that she would get a mysterious fortune in her cookie.My prediction was part

25、ially correct.The girl(and the rest of her family)got a mysterious fortune at the Chinese restaurant.However,the girls name is not Sparkyits Emma.Sparky is the name of the familys dog.I will write this information in the Actual column on the chart next to my original prediction.At the beginning of t

26、he story,Emmas brother told her to lock the back gate so the puppy wouldnt get out.Then the book mentions that the family was in a hurry to go meet Emmas mom.I predict that Emma forgets to lock the gate and the puppy gets out.I think their fortunes might have something to do with the puppy.I will wr

27、ite this new prediction on my chart in the Make column.Havestudentsreviewthepredictiontheymadebeforereading.HavethemwritearevisedpredictionnexttothefirstpredictionontheirworksheetorplaceacheckmarkintheConfirm boxiftheirpredictionwascorrect.Iftheyconfirmedtheirprediction,havethemmakeanewprediction an

28、d write it on their worksheet in the Make column.Writethefollowingeventsontheboard:Emma goes to dinner with her family;it is her moms birthday;Dad and the children are running late;everyone gets a mysterious fortune in their cookie.Discussandcircletheeventsthatarethemostimportanttocorrectlytellthest

29、ory.(Emmagoesto dinner with her family;everyone gets a mysterious fortune in their cookie.)Point out that the other information is details that make the story interesting but are not important events.Introduceandexplainthesequenceeventsworksheet.Have students write the important events from the disc

30、ussion on their worksheet.Check for understanding:Havestudentsreadtopage11.Remindthemtousetheillustrations,sentences,and what they already know to make predictions as they read.When they have finished reading,have them make,revise,and/or confirm their predictions on their worksheet.Discuss whetherth

31、eirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Reassurestudentsbyexplainingthatpredictingcorrectlyisnotthepurposeofthisreadingstrategy.Askstudentstowriteadditionalimportantstoryeventsinorderontheirsequenceeventsworksheet.Discuss the important events as a class and write them on the bo

32、ard in order.(emma discovers her puppy,Sparky,is missing when they get home;the family searches everywhere for thepuppy.)Allowstudentstomakecorrectionstotheirworksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,andconfirm predictions as they read the rest of the story

33、.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.4 Learning AZ,Inc.All rights reserved.www.readinga-Sparkys Mystery FortuneLesson Plan(continued)LeveLN NAft

34、er Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:I predicted that Emmas fortune would have something to do with the puppy.This was partially correct.Emma dis

35、covers the puppy is missing,and her fortune helps her to find him.I will write this information on my chart in the Actual column next to this prediction.Independent practice:Have students complete their prediction worksheet.Askthemtoexplainotherpredictionstheymadewhilereading.Invitestudentstodiscuss

36、whethertheirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Iftimeallows,askstudentstoexplainhowmaking,revising,andconfirmingpredictionshelpedthemunderstandandenjoy the events of the story.Reflect on the Comprehension Skill Discussion:Reviewwithstudentsthesequenceofeventsontheirworksheetu

37、singsequencingwords(first,next,then,after that,and so on).Point out how they used their own words to write each event.Independent practice:Have students complete the sequenceeventsworksheet.Iftimeallows,discuss their answers aloud.Enduring understanding:AlthoughEmmaspuppyismissing,thefamilyworkstoge

38、thertocomeup with different solutions for finding him.Now that you know this information,why are teamwork,stayingcalm,andtheabilitytoproblem-solveinanemergencysituationimportant?Build Skills Phonics:Identify r-controlled/ur/(er,ir,ur)Havestudentsturntopage3intheirbook.PointtothewordHurry and write t

39、he word on the board.Say the word aloud with students.Havestudentssayther-controlled/ur/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhatletterstogetherstandforther-controlled/ur/sound in the word Hurry.Explainthattheur letter combination is one of th

40、e letter combinations that stands for the r-controlled/ur/sound as in the word Hurry.Explaintostudentsthatr-controlled vowels are treated as one sound even though they may hear two sounds.Havestudentsturntopage4intheirbook.Pointtothewordolder and write the word on the board.Say the word aloud with s

41、tudents.Havestudentssayther-controlled/ur/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhatletterstogetherstandforther-controlled/ur/sound in the word older.Explainthattheer letter combination is another letter combinations that stands for the r-contr

42、olled/ur/sound as in the word older.Havestudentsturntopage7intheirbook.Pointtothewordbirthday and write the word on the board.Say the word aloud with students.Havestudentssayther-controlled/ur/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhatlettersto

43、getherstandforther-controlled/ur/sound in the word birthday.Explainthattheir letter combination is one of the letter combinations that stands for the r-controlled/ur/sound as in the word birthday.Havestudentspracticewritingtheer,ir,and ur letter combinations on a separate piece of paper as they say

44、the sound the letters stand for.5 Learning AZ,Inc.All rights reserved.www.readinga-Sparkys Mystery FortuneLesson Plan(continued)LeveLN N Check for understanding:Say the following er r-contolled words aloud:clerk,germ.Have students writeeachwordonaseparatepieceofpaper.Repeattheprocesswithir r-control

45、led words(dirt,sir)and ur r-controlled words(curl,turn).Grammar and Mechanics:Contractions Revieworexplainthatacontraction is two words that have been shortened by replacing one or more letters with an apostrophe.Havestudentsturntopage3.Pointouttheworditsinthethirdsentence.Askstudentstousethecontext

46、cluesinthesentencetoidentifythetwowordsjoinedtogethertomakethewordits(it and is).Write both the contraction and the two words on the board.Askavolunteertoreadaloudthesentencewiththecontraction,substitutingit is for its to check whether this answer makes sense.(And it is her birthday.)Havestudentside

47、ntifywhichletterwasdroppedtomakethecontraction(thei in is).PointtothewordIllatthebottomofpage3.Askstudentswhichtwowordswerejoinedtogether to make the word(I and will).Write the contraction and the two words joined together to make the contraction on the board.Askavolunteertoreadaloudthesentencewitht

48、hecontraction,substitutingI will for Ill to check whether the answer makes sense.(“Okay,Ill be right there,”said seven-year-old Emma.)Havestudentsidentifywhichlettersdroppedtomakethecontraction(thew and i in will).Revieworexplainthatans that shows possession is not a contraction,such as in the follo

49、wing sentence on page 5:Every year for Moms birthday,the Mason family headed for their favorite Chinese restaurant.Point out that the s after Mom is not short for is but instead shows that the birthday belongs to Mom.Have students read the sentence aloud,substituting is for s to illustrate how the s

50、entence would not make sense.(Every year for Mom is birthday,the Mason family headed for their favorite Chinese restaurant.)Check for understanding:Have students locate and circle the contractions in the book.Have them write the two words that stand for each contraction near the contraction in the m