原版英语RAZ 教案D52-Under That Rock.pdf

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1、Under That RockD D1 Learning AZ All rights reserved.www.readinga-Focus Question:What might you find under a rock?Book SummaryText Type:Fiction/DescriptiveLooking under rocks can lead to all kinds of discoveries!Under That Rock introduces readers to a small world of living things.The book can also be

2、 used to teach students about sequencing events and identifying adjectives.Guiding the ReadingBefore ReadingBuild Background Askstudentsiftheyhaveevergonehikingoron anaturewalk.Askstudents,Where did you go?What did you do?What did you see?Have students share their prior experiences.Discusswithstuden

3、tshowwecanoftendiscoverbigthingswhenlookingatnature,butsometimes,ifwelookcloseenough,manysmallthingscanbediscoveredtoo.Askstudentswhatsmallthings they might find in nature.Introduce the Book GivestudentstheircopyofUnder That Rock.Guidethem to the front and back covers and read the title.Have student

4、s discuss what they see on the covers.Encourage them to offer ideas as to what type of bookitis(genre,texttype,andsoon)andwhat it might be about.Show students the title page.Discuss the information onthepage(titleofbook,authorsname,andillustratorsname).Introduce the Reading Strategy:Connect to prior

5、 knowledgeExplain to students that engaged readers make connections between what they are reading and what they already know.Remind students that thinking about what they already know about a topic will help them understand what they are reading.Invite students to look at the cover and the title pag

6、e of the book and think about how the pictures connect to what they already know.Have volunteers share their connections with the group.Introduce the Comprehension Skill:Sequence events Explaintostudentsthatmoststoriesaregenerallytoldinorder,frombeginningtoend.Explainthatwhenpeopletelltheorderinwhic

7、hthingshappen,they are telling the sequence of events.Pointouttostudentsthateffectivereadersstopnowandthenwhilereadingtoidentifytheorder,orsequence,ofevents.Lesson EssentialsInstructional Focus Connect to prior knowledge Sequence events Describe information provided by illustrations Discriminate ini

8、tial consonant sp-and sn-blends Identify and categorize initial consonant sp-and sn-blends Recognize and use adjectives Identify and use position wordsMaterials BookUnder That Rock (copyforeachstudent)Sequenceevents,initialconsonant sp-and sn-blends,adjectivesworksheets Discussion cards Book quiz Re

9、telling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:find,may,you WordstoKnowStory critical:grub(n.),silky(adj.),slow(adj.),smooth(adj.),surprises(n.),wiggly(adj.)Under That RockD D2 Learning AZ All rights reserved

10、.www.readinga- Reviewwithstudentsabooktheclasshasreadrecently.Have students retell the sequence of events ofthestory,inthecorrectorder.Askvolunteerstoshare the sequence of events with the group.VocabularyHave students turn to the“Words to Know”box on the copyrightpage.Pointoutthatthesewordscanbefoun

11、d in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to the students and asagroup,discussthemeaningofeachword.Onthebasisofthedefinitionsdiscussed,havestudentsworkingroups to illustrate each vocabulary word on a poster.Hav

12、e students share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutwhatmight be under rocks.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they d

13、o not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.What does the boy find fir

14、st?(level1)page 4 Which things under the rock are alive?(level2)multiple pages What is the same about all the creatures the boy finds?(level3)multiple pagesText Features:IllustrationsExplain that illustrations are helpful when reading because they help the reader know what something looks like.Have

15、students review the pictures throughout the book and discuss how they helped themunderstandneworunfamiliarwords,such as silky,smooth,and wiggly.Skill Review Remindstudentsthatthesequenceofeventstellsthe important details from the book in the order that they happened.Modelidentifyingthesequenceofeven

16、ts.Think-aloud:If I want to tell this story to someone else,I need to include everything the boy saw under the rock.It will make more sense if I tell it in the order it happened in the book.Drawacircleontheboardtorepresenttherock.Draw each bug in the circle as you model telling thesequence.Makesuret

17、ousewordssuchas first,next,and then as you retell the story.Modelanddiscusshowtocompletethesequence events worksheet,usingevidencefromthetext.Allowtimeforcuttingandpasting,andremindstudents to check their work with the book.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this oppo

18、rtunity to model how they can read these words using decoding strategies and context clues.Skill ReviewGraphic Organizer:Sequence eventsReview the sequence events worksheet that students completed.Have students share their work with the group and compare their sequences for accuracy.Comprehension Ex

19、tensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students should include thatyoumightfin

20、dmanythingsunderarock,such asawigglyworm,asmoothstick,ablackbeetle,asilkyspider,aslowsnail,andagreengrub.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant sp-and sn-blends Saythewordspideraloudtostudents,emphasizingthe initi

21、al/sp/sound.Have students say the word aloud and then the/sp/sound.Havestudentspracticesayingthe/sp/soundto a partner and then brainstorm a list of words that begin with the/sp/sound.Invite volunteers to share awordwiththerestoftheclass,andhaveotherstudents give a thumbs-up signal if they agree that

22、 the word begins with the sp-blend.Repeatthisprocesswiththewordsnail,emphasizing the initial/sn/sound.Guiding the Reading(cont.)Under That RockD D3 Learning AZ All rights reserved.www.readinga- Check for understanding:Say the following words one at a time and have students clap when they hear a word

23、 that begins with the/sp/sound and put their hands on top of their head when they hear a word that begins with the/sn/sound:snack,spot,sparkle,snooze,snake,and sport.Phonics:Initial consonant sp-and sn-blends Writethewordspider on the board and read it aloud with students.Havestudentssaythe/sp/sound

24、aloud.Then,run your finger under the letters in the word as studentssaythewholewordaloud.Askstudents to identify which letters represent the/sp/sound in the word spider.Writethewordsnailontheboard,andrepeatthisprocess.Have students discuss with a partner the difference in sound between/sp/and/sn/.Ha

25、vestudentsfindspider and snail in the book and circle the initial blends in each.Check for understanding:Draw a T-chart on the board,andlabelonesidesp-and the other side sn-.Sayoneofthefollowingwordsaloud,andaskstudents which side of the T-chart the word belongs on.Saytheword,emphasizingtheinitialbl

26、endasyou write it:snore,spill,spot,snake,snag,spin,speck,snap.Independent practice:Introduce,explain,andhavestudents complete the initial consonant sp-and sn-blends worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Adjectives Havestudentsturntopage4andreadthesentencealoudtothem.Askthe

27、mtosharethewordthatdescribes the worm(wiggly).Explaintostudentsthattherearespecialwordsthatdescribepeople,places,andthings.Thesewords are called adjectives.The word wiggly is an adjective because it describes the worm.Havestudentsturntopage5,andreadthesentencealoudtothem.Askstudentstosharethewordtha

28、tdescribes the stick(smooth).Askthemiftheycanthink of other words to describe the stick.List their ideas,andremindthemthattheseareadjectives.Check for understanding:Have students work with a partner to find and highlight the adjective on each page.Call on students to share with the rest of theclassa

29、nadjectivetheyfound,andhaveotherstudents give a thumbs-up signal if the word is an adjective.Independent practice:Introduce,explain,andhavestudents complete the adjectives worksheet.If time allows,discusstheiranswers.WordWork:Position words Writethewordunder on the board.Invite students to explain t

30、he meaning of the word.Have students turn to page 3 in the book.Reread the sentence with them.Have students demonstrate the word under with their hands or with a simple object.Explaintostudentsthatthewordunder is a position word.Positionwordstellthelocation of things.Havestudentslookthroughthebookan

31、dfindother occurrences of the word under.Discuss what else was under the rock.Check for understanding:Guidestudentstobrainstorm a list of other position words(up,down,over,through,beside,andsoon).Askeachstudentto choose one and draw an illustration of the word.Connections Seethebackofthebookforcross-curricularextension ideas.Book Extension Activities(cont.)