原版英语RAZ 教案D74-Just a Trim.pdf

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1、Just a TrimD D1 Learning AZ All rights reserved.www.readinga-Focus Question:How is the girl different at the end of the story?Book SummaryFiction/RealisticEvery child can relate to the bit of anxiety brought on by getting a haircut!Just a Trim follows a girl as she goes from very long to very short

2、hair,a little at a time.Colorful illustrations and a repetitive text structure support emergent readers.The book can also be used to teach students how to analyze characters and how to identify comparative adjectives.Guiding the ReadingBefore ReadingBuild Background Askstudentstothinkaboutwhentheyla

3、stgotahaircut.Where did they go?Who cut their hair?How did they feel before they got their haircut?How did they feel afterward?Have students share their prior experiences with a partner.Invite volunteers to share their stories with the class.Havestudentsthinkabouthowtheywouldliketheir hair to be cut

4、.Do they wish it were shorter,longer,or a different color?Have students draw a picture of themselves with a haircut theyve always wanted.Invite volunteers to share their pictures with the class.Introduce the Book GivestudentstheircopyofJust a Trim.Guidethemto the front and back covers and read the t

5、itle.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 might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,and illustrators name).Introduce the Reading S

6、trategy:Connect to prior knowledge Explaintostudentsthatengagedreadersmakeconnections between what they are reading and what they already know.This is called connecting to prior knowledge.Remind students that thinking about what they already know about a topic will help them better understand what t

7、hey are reading.Havestudentsstudytheillustrationonthefrontcover.Askthemtolookcarefullyatthedetailsinthe illustration,and ask volunteers to share their descriptions.Askvolunteerstosharewithapartnerwhat the illustration makes them think of and what they know about getting a haircut.Invite volunteers t

8、o share their answers with the class.Lesson EssentialsInstructional Focus Connect to prior knowledge to understand text Analyzecharacterswithinatext Describe information provided by illustrations Blend onset and rime Identify initial consonant blend sn-Recognize comparative adjectives Identify and u

9、se synonymsMaterials Book:Just a Trim(copy for each student)Analyzecharacter,comparativeadjectives,synonyms worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)words appear in the lesson but

10、not the book.High-frequency words:long,say,some WordstoKnowStory critical:fun(adj.),haircut(n.),scared(adj.),shorter(adj.),snip(v.),trim(n.)Academicvocabulary:analyze(v.)*,character(n.)*Just a TrimD D2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Analyzecharacter Ex

11、plaintostudentsthatallstorieshavecharacters,which are the people or animals that the story is about.Remind students that they can learn more about characters by their words,thoughts,and actions.Havestudentslookthroughthepagesofthebook.Askthemtopredictfromthepictureshowthegirlmight change throughout

12、the story.Encourage them to study the facial expressions of the girl and how her feelings(not just her appearance)may be changing.VocabularyHave students turn to the“Words to Know”box on the copyright page.Point out that these words can be found in the story and that understanding the meaning of eac

13、h word will help them better understand what they read.Read the words aloud to students and as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the cla

14、ss.Set the Purpose HavestudentsreadJust a Trim.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addresse

15、d in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.Where does this story take place?(level 1)page 4 Why does the girl need a haircut?Wh

16、y is she scared to get it?(level 3)page 3 What does the girl tell the haircutter?(level 1)multiple pages Why does the haircutter snip off only a little each time instead of cutting it all at once?(level 3)pages59What does the girl think about her hair at the end of the story?(level 1)page 10Text Fea

17、tures:IllustrationsExplain that illustrations are helpful when reading because they help the reader know exactly what something looks like.Discuss with students how illustrations can also“tell”more of the story,or give more detail to the words on the page.Have students lookattheillustrationsonpage3.

18、Askstudents:How does the picture help you to know how the girl is feeling about getting a haircut?How does it help you better understand the story?Have students review other pictures in the book and tell how the pictures helped them understand the words on the page and how the girls feelings are cha

19、nging throughout the story.SkillReview Modelforstudentshowyoumakeconnectionsto prior knowledge as you read.Point out that students experiences and knowledge do not need to be identical to the information being presented in the story.Have students turn to a partner and share one connection to prior k

20、nowledge that they made as they read.Remindstudentsthatthecharactersarethepeopleor animals represented in the story.Discuss with students how readers learn more about characters by examining their words,thoughts,and actions.Guidestudentstoanunderstandingthatthegirlchanges from the beginning of the s

21、tory to the end of the story.Modelanalyzingcharacters.Think-aloud:As I read the story,I see that the character of the girl is changing,both in her appearance and in her feelings.At the beginning of the story,she has long,bushy hair and she is scared about getting a haircut.Modelanddiscusshowtocomple

22、tetheanalyze character worksheet.Have students write words and draw pictures that represent things they know about the girl and how she changed during the story.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding s

23、trategies and context clues.SkillReviewGraphicOrganizer:AnalyzecharacterReview the analyze character worksheet that students completed.Have students share their work in groups.Invite volunteers to share the details they chose that describe the girl before and after the story,and discuss how she chan

24、ged throughout the story.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Guiding the Reading(cont.)Just a TrimD D3 Learning AZ All rights reserved.www.readinga-Response to Focus

25、QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvary,but should include specific examples of how the girl has changed,both physically and emotionally.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAware

26、ness:Blend onset and rime Explaintostudentsthatyouaregoingtosayaword broken in two pieces:its beginning sound andtherestoftheword.Say/l/,/ong/.Thensaythe whole word long.Explain that the onset is the beginning sound of the word and the rime is the rest of the word.Sayseveralmorewords,brokenintoonset

27、andrime,and ask students to tell you the whole word:/h/,/air/;/sn/,/ip/;/tr/,/im/;andsoon.Makesureeachstudenthas an opportunity to blend a segmented word.Check for understanding:Askeachstudenttosay a word segmented into onset and rime,and have otherstudentsguessthewholeword.Assistindividuals as need

28、ed.Phonics:Initial consonant blend sn-Writethewordsnip on the board and read it aloud with students.Havestudentssaythe/sn/soundaloud.Then,run your finger under the letters in the word asstudentssaythewholewordaloud.Askstudentsto identify which letters represent the/sn/sound in the word snip.Havestud

29、entspracticesayingthe/sn/soundtoapartner and then brainstorm a list of words that begin with the/sn/sound.Invite volunteers to share a word with the rest of the class,and have other students give a thumbs-up signal if they agree that the word begins with the sn-blend.Check for understanding:Saythefo

30、llowingwordsoneat a time,and have students put their hands on top of their head when they hear a word that begins with the/sn/sound:snack,spot,short,snooze,snake,and Santa.Grammar and Mechanics:Comparativeadjectives Reviewwithstudentsthatanadjective is a word that describes which one,how many,or wha

31、t kind of something.Explainthatsometimesadjectivesdescribeanounor pronoun by comparing it to something else.Hold up two pencils of different lengths and model comparative adjectives in oral sentences(this is a long pencil;this is a longer pencil).Write these sentences on the board.Underline the word

32、s long and longer.Askavolunteertocometotheboardandunderlinethe noun in each sentence(pencil),and explain that the words long and longer describe the pencils.Point out how-er was added to the adjective long to compare it to the first pencil.Createatwo-columnchartontheboard,andlabelone side Adjective

33、and the other side Comparative Adjective.Write the words long and longer under the appropriate headings.Explain that adjectives that compare and end in the suffix-er are called comparative adjectives.Check for understanding:Have students identify the comparative adjective on page 5(shorter).Askthem

34、which side of the chart this adjective belongs(comparative;it ends in-er).Askthemwhattheadjective shorter is describing in the story(the girls hair).Independent practice:Introduce,explain,and have students complete the comparative adjectives worksheet.If time allows,discuss their answers.WordWork:Sy

35、nonyms Explaintostudentsthatawordthatmeansthesame or almost the same thing as another word is called a synonym.One reason authors replace words with synonyms is to make the story more interesting and to avoid using the same word over and over.Directstudentstopage4.ReadthesentenceI just want a trim.A

36、skstudentstoidentifyanotherwordthat means almost the same thing as trim(cut).Check for understanding:Have students read the second sentence on page 5.(Some hair comes off.)Askthemtothinkofasynonymforcomes off in this sentence(falls).Independent practice:Introduce,explain,and have students complete the synonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)