原版英语RAZ 教案E47-I Am Your New Plant.pdf

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1、I Am Your New PlantLesson PlanLEVELE E1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:82Book SummaryTaking care of living things,such as plants,is a huge responsibility.In I Am Your New Plant,students will learn about the suppl

2、ies and steps needed for growing a plant.Detailed illustrations,high-frequency words,and repetitive phrases support readers.Students will have the opportunity to identify the sequence of events as well as retell the story.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrate

3、gyofretellingtounderstandtext SequenceEvents Discriminateinitial/pl/sound Identifyinitialconsonantblendpl Recognizeandusecommasafterintroductorywords RecognizeandusecompoundwordsMaterialsGreentext indicates resources that are available on the website.BookI Am Your New Plant(copy for each student)Sti

4、ckynotes Sheetsofpaper Sequence events,introductory commas,compound words worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are

5、reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:give,me,please Content words:Story critical:grow(v.),plant(n.),pot(n.),soil(n.),sunlight(n.),water(n.)Before ReadingBuild Background Writethewordgarden on the board.Have students

6、repeat the word.Askstudentsiftheyhaveeverplantedsomethinginagardenorapot.Discusshowtheprocessmight work and what things you would need.If possible,have some potted plants available for students to see.I Am Your New PlantLesson Plan(continued)LEVELE E2 Learning AZ All rights reserved.www.readinga-Boo

7、k WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(title

8、ofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the story.Explainthatwhensomeoneretellssomething,heorsheexplainsthedetailsof

9、whathappenedinorder.Pointoutthatpeopleretellstoriesaspartoftheirdailylives,suchasexplainingwhathappenedatasportsgame.Askstudentstoshareotherexamplesofwhenpeoplemightgive a retelling.Modelretellingafamiliarstoryindetail,suchasGoldilocks and the Three Bears.Think-aloud:In GoldilocksandtheThreeBears,Go

10、ldilocks 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 in 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

11、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 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,that chair brea

12、ks,and Goldilocks falls to the ground.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfor the retelling of the story.Havestudentsplacestickynotesonpages5,8,and12.Explainthatastheyread,theyshouldstoponthesepagestothinkaboutwhathashappenedinthestory.Encouragestudentsto re

13、tell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplaintostudentsthatthestepsforhowtodosomethingaretoldinorderfrombegin

14、ning to end.Modelsequencingthemainstepsofafamiliarprocess,suchasdoingthelaundry.Writekeywords about each event in order on the board as you describe them to students.Think-aloud:When I do something,I often follow certain steps in a specific order.For example,when I do the laundry,first I gather up a

15、ll the dirty clothes.Next,I take them to the laundry room.Then,I sort them by color and type.Next,I put them into the machine to wash them.Then,I put them in a different machine 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 a

16、bout planting a plant,I will think about the steps for planting it and the order in which the steps are completed.As I read,I will look for words that describe these steps.Explaintostudentsthatcertainwordsareoftenusedtoexplainasequenceofevents.Readto students the list of steps on the board for doing

17、 laundry in order,using words such as first,second,next,and last.Askstudentstoidentifythesesequencingwordsfromtheexample.Haveavolunteerusethekeywordsontheboardtosequencetheeventsoutoforder.Askstudentstoexplainwhytheorderofthestepsisimportant(the process does not make sense if its out of order).Discu

18、ss with students that a process for doing something makes sense only if the events are in the correct order.I Am Your New PlantLesson Plan(continued)LEVELE E3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Havestudentsturntopage7intheirbook.Pointoutthewordsunlight.Ask students

19、 to look at the two words that make up one word.Have students look at the picture on the page and say theword.Repeatwithothervocabularywordsifnecessary.Remindstudentstolookatthewordtoseeiftheycanbreakitdownintosmallerwordstohelp them say the word.They should also check whether a word makes sense by

20、looking at the picture or rereading the sentence.Set the Purpose Havestudentsthinkaboutthestepsrequiredtotakecareofaplantastheyreadthebook.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Havethemreadtotheendofpage5andthenstoptothinkaboutwhathashappenedsofarinthebook.En

21、couragestudentswhofinishbeforeotherstorereadthetext.Modelretelling.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.I learned that when you bring a new plant home,it needs a pot.You need to be patient when planting a new plant.A new plant needs soil to grow.Askstud

22、entswhathappenednext(the new plant needs water).Remindstudentsthatonly the main events are included in the sequence of events.Check for understanding:Have students read to the end of page 8.Have them retell what they have read so far.Havestudentsreadtheremainderofthebook.Remindthemtoretellwhattheyha

23、vereadso far and think about the sequence of events to help them understand and remember the events as they read.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyknowaboutorhaveexperiencedwithplantsastheyreadandidentifythesequenceofeventsinthebook.Have students make a small questi

24、on mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on th

25、e Reading Strategy Retellindetailtheeventsofthestoryaftertheboyplantedthenewplant.Think-aloud:The boy gave the plant soil.Next,the boy gave the plant water.Then,he put the plant in the sunlight.Next,he read to the plant.Finally,he gave the plant attention.Have students retell the story from the begi

26、nning to a partner.Listen for whether they include the following:correct events in detail and events in order.Reflect on the Comprehension Skill Discussion:Reviewthestepsintheprocessofplantingsomethingandwatchinghowitgrows.Explainthateffectivereadersthinkaboutthesequenceofeventsinthestorytohelpthemr

27、emember what they read.Independent practice:Introduce,explain,andhavestudentscompetethesequence events worksheet.If time allows,discuss their responses.I Am Your New PlantLesson Plan(continued)LEVELE E4 Learning AZ All rights reserved.www.readinga- Enduring understanding:In this book,you learned ste

28、ps for planting and having patience while takingcareofanewplant.Nowthatyouknowthisinformation,whydoyouthinkitsagoodidea to be patient when attempting a project?Build SkillsPhonological Awareness:Discriminate initial/pl/consonant blend Saythewordplayaloudtostudents,emphasizingtheinitial/pl/sound.Have

29、studentssay the word aloud and then say the initial/pl/sound.Readpages3and4aloudtostudents.Havestudentsraisetheirhandwhentheyhearawordthat begins with the/pl/sound.Check for understanding:Say the following words one at a time and have students give the thumbs-up signal if the word begins with the/pl

30、/sound:drink,plug,plan,talk,plot,place,topplePhonics:Identify initial consonant blend pl Writethewordplay on the board and say it aloud with students.Havestudentssaythe/pl/soundaloud.Then,runyourfingerunderthelettersintheword as students say the whole word aloud.Ask students to identify which letter

31、s represent the /pl/sound in the word play.Check for understanding:Writethefollowingwordsthatbeginwiththe/pl/soundontheboard,leaving off the initial consonant:plate,please,plane.Say each word,one at a time,and have volunteers come to the board and add the initial blend to each word.Grammar and Mecha

32、nics:Comma after introductory words Writethefollowingsentenceontheboard:Yes,we have a new plant.Ask a volunteer to come totheboardandcirclethecomma.ExplainthatthewordYes is an introductory word leading into the sentence.Point out that a comma separates those words from the rest of the thought.Askstu

33、dentstoturntopage4.Askthemtofindthefollowingsentence:Then,be patient.Ask a volunteer to identify the introductory word(Then).Discussthelocationofthecomma.Readthesentencealoud,emphasizinghowthecommaseparatestheintroductorywordfromthe rest of the sentence.Writethefollowingsentenceontheboard:Every May

34、we plant our garden.Have students turntoaneighborandtellwherethecommashouldbeplaced.Checkindividualanswersforunderstanding.Check for understanding:Havestudentssearchthetextforotherexamplesofsentenceswithintroductorywordssetoffbyacomma.Monitortheiranswersand,ifnecessary,clarifythedifferentusesofcomma

35、sfoundinthetext.Independent practice:Introduce,explain,andhavestudentscompletethecommas worksheet.If time allows,discuss their responses.Word Work:Compound words Explaintostudentsthatacompound word is a word that is made from two words put together.The two words are words that can stand on their own

36、 and have their own meaning,but when they are put together,they mean something else.Butter is a solid yellow substance used for cooking,and fly means to move in or pass through the air with wings.A butterfly is a brightly colored insect that flies during the day.Writethefollowingwordsontheboardandre

37、adthemaloudwithstudents:mail,box,tooth,brush,rain,bow.Discusseachwordsmeaning.Selectvolunteerstodrawalineconnectingthetwo words that make a compound word.Then,have volunteers write the new compound words(mailbox,toothbrush,rainbow).Discuss the meaning of each compound word.I Am Your New PlantLesson

38、Plan(continued)LEVELE E5 Learning AZ All rights reserved.www.readinga- Readpage7aloudtostudents.Challengethemtolocateacompoundwordonthepage(sunlight).Ask a volunteer to name the two words that make the compound word.Discuss the meaning of the two individual words and then the meaning of the compound

39、 word.Check for understanding:Have students locate other compound words in the book.Have them write the compound words on a piece of paper and circle each smaller word in the compound word.Discuss as a class if time allows.Independent practice:Introduce,explain,andhavestudentscompletethecompound wor

40、ds worksheet.If time allows,have students discuss their answers after they finish the assignment.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwit

41、hparents,caregivers,siblings,orfriends.Have them retell the story with someone at home.Extend the ReadingInformational Writing and Art ConnectionHave students draw a picture of them making something in the kitchen.Have them write a how-to paragraphtellingthestepstomakethefood.Collecttheparagraphsand

42、displaythemintheclassroom.Visit WritingAZ.com for a lesson and leveled materials on informational writing.Science ConnectionDiscuss different types of plants that you can grow in a pot or a garden.Provide information about these plants and discuss how they are like and different from one another.Dis

43、cuss how they might be classified into groups,on the basis of things they have in common.Have students write a fact they learned about plants and illustrate it.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollow

44、ingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsas

45、gamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.I Am Your New PlantLesson Plan(continued)LEVELE E6 Learning AZ All rights reserved.www.readinga-AssessmentMonitor students to determine if they can consistentlyretellstoryeventsduringdiscussion;accuratelysequenceeventsduringdi

46、scussionandonaworksheet;accuratelydiscriminateinitial/pl/consonantblendsoundduringdiscussion;identifyandwritethelettersymbolsthatrepresentsthe/pl/consonantblendduringdiscussion;recognizetheuseofandidentifyexamplesofcommasafterintroductorywordsinthetext,duringdiscussion,andonaworksheet;correctlyuseandwritecompoundwordsindiscussionandonaworksheet.Comprehension Checks BookQuiz RetellingRubric