原版英语RAZ 教案E50-A Walk With Mom.pdf

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1、A Walk With MomLesson PlanLEVELE E1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:12 Word Count:110Book SummaryMothers Day is a special holiday for children and their families.In A Walk With Mom,Sam and his mom celebrate Mothers Day by taking a wal

2、k through the woods.While reading this story,students will have the opportunity to connect to prior knowledge as well as to identify the story elements of character and setting.Detailed illustrations,repetitive text,and high-frequency words support early readers.About the LessonTargeted Reading Stra

3、tegy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandtext Identifycharactersandsetting Discriminateinitialconsonant/m/sound IdentifyinitialconsonantMm Understandandusequotationmarks RecognizeanduseantonymsMaterialsGreen text indicates resources that are available on the website.

4、BookA Walk With Mom(copy for each student)Chalkboardordry-eraseboard Paper Identify characters and setting,quotation marks,antonyms 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 white

5、board or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:said,that,what Content words:Story critical:picked(v.),popped(v.),ripe(adj.),strawberry(n.),wild(adj.),woods(n.)Before Re

6、adingBuild Background AskstudentswhattheyknowabouttheholidaycalledMothers Day.Invite volunteers to share their stories and experiences with the class.Havestudentsworkwithapartnertobrainstormfunthingstheycoulddowiththeirfamilies to celebrate the next Mothers Day.Invite partners to share their ideas w

7、ith the class,and record them on the board.A Walk With MomLesson Plan(continued)LEVELE E2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoo

8、fferideasastowhattype of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatengagedreadersmakeconnectionsbetw

9、eentheinformationtheyread in a book and what they already know about the topic.This is called connecting to prior knowledge.Pointoutthatconnectingtopriorknowledgehelpsthereaderbetterunderstandnew information.Modelconnectingtopriorknowledgebyusingthetitleandcoverpicture.Think-aloud:The title of this

10、book is A Walk With Mom,and I see two people who I predict are a boy and his mom.They are walking in the woods.I know this because I see tall trees and flowers blooming.This reminds me of when I spend time with my mom.We like to ride our bikes in our neighborhood,and I love to look at the trees and

11、flowers while we ride.Connecting to prior knowledge helped me predict what this book might be about,and it also made me excited to read it.Havestudentsusethetitleandpictureonthecoverpagetomakeapredictionbeforereadingthe book.Invite them to share their predictions.Asstudentsread,encouragethemtouseoth

12、erreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Identify characters and setting Explaintostudentsthatastoryismadeupofmanyparts,calledstory elements.Two important story elements include characters and setting.Charactersarethepeople,animal

13、s,orimaginarycreatures in the story.The setting tells where and when the story takes place.Whenstudentssaythewordcharacter,have them hold up their pointer finger and bend it up and down,pretending it is a person walking around.When students say the word setting,have themusebothhandstosmoothouttheair

14、infrontofthem.Havestudentspracticesayingeachword while performing the accompanying hand motion.Modelidentifyingcharactersandsetting.Think-aloud:When people tell a story,they include information about the characters and setting.For example,in the story about my mom and I riding bikes,my mom and I wer

15、e the characters.The setting of the story was my neighborhood.I can identify the characters and setting in both stories I read and stories I hear.Writethewordscharacters and settingontheboard.Explainthatstudentswillbelooking for the characters and the setting in this story as they read.Introduce the

16、 Vocabulary Writethefollowingstory-criticalwordsontheboard:picked,popped,ripe,strawberry,wild,woods.Review with students the definitions of these words.Dividestudentsintosmallgroups,andassigneachmemberofthegroupadifferentvocabularyword.Ask students to draw a picture representing their vocabulary wor

17、d,and then take all picturesandputthemfacedowninapile.Havestudentstaketurnschoosingapicturefrom the pile and guessing which vocabulary word the picture represents.Repeat until all pictures have been chosen and all vocabulary words have been guessed.Afterthegame,hangthepicturesuparoundtheroomforstude

18、ntstouseasareference.A Walk With MomLesson Plan(continued)LEVELE E3 Learning AZ All rights reserved.www.readinga-Set the PurposeHavestudentsreadtofindoutwhathappenstotheboyandhismomontheirwalk.Remindthemto connect to prior knowledge as well as to identify the characters and setting as they read.Duri

19、ng ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3topage6.Encouragethosewhofinishearly to go back and reread.Modelmakingconnectionstopriorknowledge.Think-aloud:On page 3,I read that Sam and his mom were taking a walk on Mothers Day.When I read this page,I thought about when we cel

20、ebrated my mom on Mothers Day.My sister and I woke up really early to make her a special breakfast,and then we served it to her in bed!After breakfast,my whole family went to the park to play.It was such a beautiful day outside!Connecting to prior knowledge helped me relate to Sam and his mom celebr

21、ating Mothers Day,and it also helped me better understand the story.Havestudentssharewithapartnerconnectionstheymadebetweentheirpriorknowledge and what they read on these pages.Drawstudentsattentionbacktothewordsontheboard:characters and setting.Havethemrepeat these words and their corresponding han

22、d motions.Havestudentssharewithapartnerthenamesofthecharactersinthisstory.Inviteavolunteer to share the answer with the class,and write the names of the characters on the board under the correct heading.Havestudentssharewithapartnerthesettingofthisstory.Remindthemthatthesettingincludeswhereandwhenth

23、estorytakesplace.Encouragestudentstousethepicturesclues to help determine the setting.Invite a volunteer to share details about the setting with the class,and write this information under the correct heading.Check for understanding:Havestudentsreadtotheendofpage10.Encouragestudentstosharewith the re

24、st of the class how they connected to prior knowledge as they read.Ask students whether there are any other characters in this story or whether there are any other details they can share about the setting.Havestudentsreadtheremainderofthebook.Remindthemtomakeconnectionsbetweenwhat they know and what

25、 they read as well as to identify the characters and setting in this story.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopp

26、ortunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Havestudentsdiscusswithapartnerthefinalconnectionstheymadetothebook.Think-aloud:On page 11,Sams mom ate a wild strawberry,and she said it tasted like summer.This made me think of

27、 eating strawberries in the summer with my sister.We like to cut them up and put whipped cream on top!Strawberries are a great snack,especially after spending the day swimming at the pool.This connection helped me to better understand how Mom felt when she ate the wild strawberry,and it enabled me t

28、o enjoy the story more because I felt so connected to what I read.Invitestudentstosharetheirfinalconnectionswiththeclass.Emphasizethatengagedreadersconnect to prior knowledge in order to better understand and enjoy what they read.A Walk With MomLesson Plan(continued)LEVELE E4 Learning AZ All rights

29、reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Discussthecharactersandsettinginthisstory.Emphasizehowthepicturesinthestory helped students describe the setting.Add any more details that students volunteer about the setting under the correct heading on the board.Independent pract

30、ice:Introduce,explain,and have students complete the identify-characters-and-setting worksheet.If time allows,discuss their answers.Enduring understanding:In this story,you read about a boy and his mom who took a walk in the woods on Mothers Day.What are some things you like to do with your family t

31、o celebrate Mothers Day?Build SkillsPhonological Awareness:Initial consonant/m/sound Saythewordmomaloudtostudents,emphasizingtheinitial/m/sound.Havestudentssay the word aloud and then say the/m/sound.Readpage3aloudtostudents.Havestudentsraisetheirhandwhentheyhearawordthatbegins with the/m/sound.Chec

32、k for understanding:Say the following words one at a time and have students stand up ifthewordbeginswiththe/m/sound:map,woods,nail,make,much.Phonics:Initial consonant Mm Writethewordmom on the board and say it aloud with students.Havestudentssaythe/m/soundaloud.Then,runyourfingerunderthelettersinthe

33、word as students say the whole word aloud.Ask students to identify which letter represents the initial/m/sound in the word mom.HavestudentspracticewritingtheletterMm with their finger in the air while saying the /m/sound.Then,have students practice writing the letter Mm on a separate piece of paper

34、while saying the/m/sound.Check for understanding:Write the following words that begin with the/m/sound on the board,leavingofftheinitialconsonant:man,milk,mop.Say each word,one at a time,and have volunteers come to the board and add the initial Mm to each word.Grammar and Mechanics:Quotation marks H

35、avestudentsturntopage4andlocatethefirstsentence.Readthissentencealoudtostudents.Pointtothequotationmarks.Explainthatthesemarksarecalledquotation marks and that they go around the words that characters say in a story.Pointoutthewordshe askedafterthequotationmarks.Explainthatthesewordsexplainwhois spe

36、aking in the sentence.Ask students to whom the word he refers(Sam).Explaintostudentsthat in this sentence,Sam is speaking.Readthenextsentenceonpage4aloudtostudents.Askstudentstolocatethequotationmarks and the words she said after the quotation marks.Ask students to whom the word she refers(Mom).Chec

37、k for understanding:Havestudentslocateandcircleallofthequotationmarksinthestory.Ask students to underline who is speaking in each sentence.Independent practice:Introduce,explain,and have students complete the quotation marks worksheet.If time allows,discuss their answers.Word Work:Antonyms Havestude

38、ntsturntopage11andreadthesentencealoud.Havestudentsunderlinethewordsmiled and ask students to suggest a word that means the opposite of smiled(frowned).Review or explain that a word that means the opposite of another word is called an antonym.Write the antonym pair on the board.A Walk With MomLesson

39、 Plan(continued)LEVELE E5 Learning AZ All rights reserved.www.readinga-Havestudentsturntopage12.Readthefirstsentencealoudwithstudentsandpointtothewordclosed.Ask students to name a word that means the opposite of the word closed(opened).Write the antonym pair on the board.Check for understanding:Writ

40、e the words big,hot,and leftontheboard.Havestudentsworkwitha partner to identify an antonym for each word.Invite volunteers to share their answers,and recordtheantonympairsontheboard.Havestudentsusetheantonympairslistedontheboardin oral sentences with a partner.Independent practice:Introduce,explain

41、,and have students complete the antonyms worksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,

42、caregivers,siblings,orfriends.Havethem identify the characters and setting in this story,and invite them to share any connections they made to their prior knowledge.Extend the ReadingPersonal Narrative Writing and Art ConnectionHavestudentswriteaboutaspecialdaytheyspentwiththeirfamily.Studentswritin

43、gshould be from a first-person point of view and share a personal experience through descriptive details.Encouragestudentstoillustratetheirstory.Visit WritingAZ.com for a lesson and leveled materials on personal narrative writing.Science ConnectionExplainorreviewthefourseasons,anddiscussthecharacter

44、isticsofeach.Havestudentscreatea book of seasons,with one page for each season.On each page,have students draw a picture that represents that season.Students should also include the general temperature and type of precipitationthatcharacterizethatseason.Skill ReviewDiscussion cards covering comprehe

45、nsion skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journa

46、l entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.A Walk With MomLesson Plan(continued)LEVELE E6 Learning AZ All rights reserved.www.readinga-AssessmentM

47、onitor students to determine if they can consistentlyusethestrategyofconnectingtopriorknowledgetounderstandthetextduringdiscussion;accuratelydeterminethecharactersandsettingduringdiscussionandonaworksheet;accuratelydiscriminateinitialconsonant/m/soundduringdiscussion;identifyandwritethelettersymbolthatrepresentsthe/m/soundintextandduringdiscussion;understand,locate,andusequotationmarksduringdiscussionandonaworksheet;correctlyidentifyanduseantonymsduringdiscussionandonaworksheet.Comprehension Checks BookQuiz Retelling Rubric