原版英语RAZ 教案K46-Community Government.pdf

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1、Community GovernmentLesson PlanLEVELK K1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:496Book SummaryThe government plays an extensive role in the life of every citizen,but many children have only a vague idea of the nature of

2、 a government.Use Community Government to enlighten students about basic roles and responsibilities within the government and how the students themselves are connected to their communitys government.Colorful illustrations featuring friendly faces support the information presented,and the facts are b

3、roken up into small sections.The book also provides opportunities to study main idea and details and verbs.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Discernmainideaanddetails Identifyvoweldiphthongou Identifyanduseverbs Placewords

4、inalphabeticalorderMaterialsGreen text indicates resources are available on the website.BookCommunity Government(copy for each student)Chalkboardordry-eraseboard Sheetsofpaper KWL/askandanswerquestions,mainideaanddetails,verbsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook

5、.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:community(n.),council(n.),departme

6、nts(n.),election(n.),government(n.),mayor(n.)Before ReadingBuild Background Writethewordgovernment on the board and read it aloud with students.Remind students that theschoolhasitsowngovernmentintheformofthestudentcouncil.Discusswithstudentsthedifferent jobs in the student council,such as president

7、and treasurer,and why the school needs the council.Pointoutthatthecountryhasagovernmentalso,withdifferentlevelsineachstateandcity.Have students discuss with a partner everything they know about governments,either in their school or their country.Community GovernmentLesson Plan(continued)LEVELK K2 Le

8、arning AZ All rights reserved.www.readinga- CreateaKWLchartontheboard.Reviewwithstudentsthemeaningofthechart:theK stands for what they know,the W stands for what they want to know,and the L stands for what they learned.Invite volunteers to share information about the government,and record accurate f

9、acts in the K column of the KWL chart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it

10、might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Ask and answer questions Remindstudentsthatengagedreadershelpthemselvestounderstandwhattheyarereadingbyaskingquestionsbeforeandduringreading,andsearchingfo

11、ranswersastheyread.Discusswithstudentshowaskingandansweringquestionswillhelpthemunderstandandrememberwhatthey read.Modelhowtoaskquestions.Think-aloud:On the cover of the book I see a police woman walking beside a girl.I know the book is about community government,but what does a police officer have

12、to do with the government?That is my first question for this book.We can arrive at questions on the basis of what we read in the text and what we see in illustrations.For example,looking at a table of contents often creates questions for a book.When I read the table of contents on page 3,I think of

13、a couple of more questions.Who are the city government leaders?What are some of the laws in a community?I will look for the answers to these questions as I read.ReviewtheKWLchartontheboard.WriteyourquestionsintheW column of the chart.Encourage students to use what they already know about governments

14、 in connection with what theyreadtocreatequestionsabouttheinformationinthebook.Havestudentsstudythetableofcontentswithapartnerandthinkofatleastonequestionforthebook.Invitevolunteerstosharetheirquestionwiththerestoftheclass,andrecordquestionsontheboardintheKWLchart.IntroduceandexplaintheKWL/ask-and-a

15、nswer-questionsworksheet.Have students record their questionsintheappropriatecolumnofthechart,andthenhavethemreviewwithapartnereverything they know about governments.Have students record at least three facts in the K column of the chart on their worksheet.Asstudentsread,encouragethemtouseotherreadin

16、gstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and detailsRemind students that a main idea is the general topic of a book,and the details are the extra informationordescriptionsthatfurtherexplainthemainidea.Pointoutthatthetitleoftenpr

17、ovidesclues about the main idea of a book.Have students read the title aloud,Community Government.Askstudentstosharewithapartnertheirthoughtsonpossiblemainideasforthebook.Invitevolunteerstosharewiththeclasstheirpredictionforthemainidea.Askstudentstogiveathumbs-upsignaliftheyagreethatthemainideawillh

18、avesomethingtodowithcommunitygovernment.Explaintostudentsthatsometimestheauthorwillpresentthemainideatowardthebeginningof the book in a sentence or two,and sometimes readers will have to infer the main idea by putting together all the details and making their own sentence to describe it.Community Go

19、vernmentLesson Plan(continued)LEVELK K3 Learning AZ All rights reserved.www.readinga- Readpage4aloudandmodelidentifyingthemainidea.Think-aloud:I know the main idea will have something to do with community government,and I see this book has an introduction.Often,an author will set forth the main idea

20、 of the book in the introduction.In this paragraph,I see some details about communities and about people in the government.One sentence connects communities and government:Peopleruntheircommunity with a government.This sentence expresses a big topic that could be the subject of the book.Although I c

21、ant be sure until I finish the book,I believe this sentence expresses the main idea.After I have read all the supporting details,I can confirm this as the main idea or change it to accurately reflect the main idea.Now I will look for the main idea and supporting details of each section in the book.W

22、ritethemainideaontheboard:people run their community with a government.Have students work in groups to discuss details that could support the main idea,on the basis of information they saw while previewing the book.Invite volunteers to share a detail with the rest of the class,and discuss with stude

23、nts whether each detail could support the main idea and why.Pointouttostudentsthatsometimestheamountofinformationonatopicissolargethattheauthor groups it into sections,and each section has a main idea and details.The main ideas for each section contribute to the main idea for the entire book.Remind

24、students that this book has sections and will therefore have a main idea for each section.Introduce the VocabularyWhile previewing the book,reinforce the vocabulary words students will encounter.For example,whilelookingatthepictureonpage5,youmightsay:The woman in this picture is a mayor.Do you know

25、what a mayor does?A mayor leads the city or towns government.Who is our mayor?Introducethestory-criticalvocabularywordslistedinthevocabularysectionofthislesson.Remindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about letter and sound corresponde

26、nce to figure out the word.They can look for words within words,and prefixes and suffixes.They can use the context to work out the meanings of unfamiliar words.Havestudentssharewithapartnereverythingtheyknowabouteachword.Askstudentstoturnto the glossary on page 16.Invite volunteers to read the words

27、 and their definitions to the rest of the class,and discuss their meanings aloud.Havestudentswriteeachwordonaseparatesheetofpaper.Beneaththeword,havestudentsdraw a picture that accurately reflects the meaning of the word.Havestudentsworkwithapartnertomakeoralsentencesforeachword.Havestudentsturnthei

28、r vocabulary papers over,and ask them to write a sentence on the back that accurately uses each vocabulary word.Invite volunteers to share a sentence with the rest of the class.Set the Purpose Havestudentsreadtofindoutmoreaboutcommunitygovernments.Encouragestudentstoaskandanswerquestionswhilereading

29、andtopayattentiontothemainideaandsupportingdetails of the book.During ReadingStudent Reading Guide the reading:Have students read from page 4 to the end of page 7.Encourage those who finishearlytogobackandreread.AskstudentstolookattheirKWL/ask-and-answer-questionsworksheetandseeifthispartofthetextan

30、sweredtheirquestion(s).HavestudentswritenewquestionsintheW column of the chart on their worksheet.Community GovernmentLesson Plan(continued)LEVELK K4 Learning AZ All rights reserved.www.readinga- Modelaskingandansweringquestions.Think-aloud:Before I started reading,I had questions for the book.What

31、does a police officer have to do with government?Who are city government leaders?What are some the laws in a community?Now that I have read some of the book,I know the answers to a couple of my questions.A mayor is a city government leader.The mayor is chosen in an election and is in charge of many

32、departments in the government.I also learned that the police department is under the mayors control.Police officers work for a government department,and that is how a police officer is connected to the government.The book has not yet answered my third question,so I will continue to look for the answ

33、er as I read.I also thought of new questions as I read.How does a person become mayor?What other government departments are there?The book already answered my question about how a person becomes mayor.The mayor is chosen by receiving the most votes in an election.I also learned about the police depa

34、rtment,fire department,and the department of public works.However,I am sure many other government departments exist,so I will look for more answers to that question as I read.WritetheanswerstoyourearlierquestionsintheL column of the chart on the board.Remind students that they will record everything

35、 they learn from the book in the last column of their KWLchart.Drawalinebetweenthequestionanditsanswertovisuallyconnectthem.RecordyournewquestionsintheW column of the chart on the board.Write the answer to the questionaboutchoosingamayorintheLcolumnofthechart.Drawalinebetweenthetwo.Pointoutthatasthe

36、yread,studentsmayaskaquestionandhaveitansweredinthenextsentenceorparagraph,or they may not find the answer for several pages or at all.Encourage students to ask asmanyquestionsastheythinkofandtocontinuerecordingthemontheirKWLworksheet.HavestudentswritetheanswerstheyfoundfortheirownquestionsintheL co

37、lumn of the chart ontheirworksheet.Invitevolunteerstosharenewquestionstheyhadwhiletheyread,andrecord them in the Wcolumnofthechartontheboard.Havestudentsexaminethequestions on the board,and invite volunteers to share answers with the rest of the class.Record answers in the L column of the chart on t

38、he board.Invite volunteers to come to the board and draw alinebetweenaquestionanditscorrespondinganswer.Reviewwithstudentsthemainidea:people run their community with a government.Askstudents to nod their head if the book still confirms that sentence as a main idea for the book.Remindstudentsthateach

39、sectionalsohasamainidea.Havestudentssharewithapartner the details they read in the second section of the book,“City Government Leaders.”Invite volunteers to share a detail with the rest of the class,and record details on the board using key words and sentences.Pointoutthatthissectiondoesnotneatlyorg

40、anizethemainideainonesentence.Havestudentswork in groups to formulate a sentence expressing the main idea of the section,and have each group share their main idea with the rest of the class.Guide students to a consensus on a main idea for the section.Check for understanding:Have students read pages

41、8 through 11.Have them write answers they foundwhilereadingontheirworksheetandanyadditionalquestionstheygenerated.Askstudents to share their worksheet with a partner and discuss the answers they found.Havestudentsrereadpage10withapartnerandpointtothesentencethatbestexpressesthemain idea for the sect

42、ion(A community needs laws to keep people safe and keep the community clean).Have students read the sentence aloud.Writeseveralsentencesontheboard,somedetailsfromthesectionandotherstatementsthatdo not support the main idea.Have students point to the sentences that are supporting details.Invite volun

43、teers to come to the board and circle the supporting details.Call on random students to explain why each statement is a detail supporting the main idea of the section.Community GovernmentLesson Plan(continued)LEVELK K5 Learning AZ All rights reserved.www.readinga-Havestudentsreadtheremainderoftheboo

44、k.Remindthemtocontinueaskingquestionsand looking for answers as they read and to record the information on their KWL worksheet.Encourage students to discern a main idea for each section they read and to identify the supporting details for that main idea.Havestudentsmakeaquestionmarkintheirbookbeside

45、anywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and conte

46、xt clues.Reflect on the Reading StrategyHavestudentsdiscusswithapartnernewquestionstheyposedwhiletheyread,andrecord them on their KWL worksheet.Think-aloud:Having finished the book,I was done with asking questions and focused on the answers.I wanted to know about laws in a community,and the book des

47、cribed a few:laws that say how fast cars can go and laws that tell people where to put their trash.I am sure communities have many other laws but to learn about those,I will need to research the topic in other resources.I also wanted to know more about the different types of government departments.B

48、esides the ones I already read aboutpolice,fire,and public worksthe book mentioned one more,the transportation department.I am sure if I researched,I could learn about more departments.Asking questions kept me engaged with the book and eager to read and learn more so I could find the answers to my q

49、uestions.RecordyouranswersintheL column of the KWL chart on the board.Invitevolunteerstosharenewquestionswiththerestoftheclass,andrecordtheminthe WcolumnoftheKWLchart.Havestudentsdiscusswithapartnertheanswerstothequestionson the board.Invite volunteers to share an answer with the rest of the class,a

50、nd record it in the Lcolumn.Askeachvolunteertocometotheboardanddrawalinebetweenthecorrespondingquestionandanswer.Havestudentssearchtheirworksheetandthequestionsontheboardforquestionsthatwerenotansweredbythebook.Havethempointtoanunansweredquestion.Discusswithstudentshowtheycouldfindtheanswerstotheseq