原版英语RAZ 教案(T) Puffins_LP.pdf

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1、PuffinsT T1 Learning AZ All rights reserved.www.readinga-Focus Question:How does the appearance of each species of puffin change during its breeding season?Why do these changes occur?Book Summary Text Type:Nonfiction/InformationalPuffins are unusual and fascinating birds that have captured peoples i

2、maginations.Nicknamed“clowns of the sea,”these skillful birds are well known for their unmistakably distinct appearance.Students will enjoy detailed photographs that support the text.The book can also be used to teach students about asking and answering questions and discerning fact or opinion.The b

3、ook and lesson are also available for levels Q and W.Guiding the ReadingBefore ReadingBuild Background Discusswithstudentsthattheappearanceofsome animals can change.Have students provide examples of animals that change their appearance such as chameleons and snow hares.Make a list of theseanimalsont

4、heboard.Discusswithstudentswhy an animals appearance might change.Explaintostudentsthattheywillbereadingabouta specific type of bird that changes its appearance each year.Introduce the Book GivestudentstheircopyofPuffins.Guidethemto the front and back covers and read the title.Have students discuss

5、what they see on the covers.Encouragethemtoofferideasastowhattypeofbook it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationon the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides

6、 an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplaintostudentsthatengagedreadersconsiderwhat they know and

7、dont know about a topic before beginning to read.Point out that creating questions before,during,and after reading is an important skill that helps readers understand and enjoy a book.Introduce and explain the KWLS/ask-and-answer-questions worksheet.Have students complete the K section of their work

8、sheet with information they already know about puffins.Invite them to record their questions about puffins in the W section of their worksheet.Explaintostudentsthattheywillbelookingfor answers to their questions while they read the book as well as recording new questions as they arise.Lesson Essenti

9、alsInstructional Focus Ask and answer questions to understand text Identify fact or opinion Recognizeandusecontractions Describeinformationprovided by text features Understand and use synonyms and antonymsMaterials Book:Puffins(copy for each student)KWLS/ask and answer questions,contractions,synonym

10、s and antonyms worksheets Discussioncards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but not the book WordstoKnowStory critical:breeding season(n.),burrow(n.),coastal(adj.),colonies(n.)

11、,inhabit(v.),reproduce(v.)Enrichment:climate change(n.),tufted(adj.),webbed(adj.)Academicvocabulary:adult(n.),features(n.),prepares(v.),types(n.),unique(adj.),usually(adv.)PuffinsT T2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Fact or opinion Discusswithstudentsth

12、edifferencebetweenfictionandnonfiction.Explaintostudentsthatreaders need to evaluate the information they read in a nonfiction text and that one way to do this is to discriminate between fact and opinion.Write the words fact and opinionontheboard.Remindstudents that a fact is a detail that is true a

13、nd can be proven.An opinion is what someone thinks,feels,or believes about something.Havestudentsturntoapartnerandstateonefactabout the classroom such as There are twenty-five students in our class.Then,have students state an opinion about the class such as Our class is the best class in the world!H

14、ave students share their examples with the class,and discuss with students how to differentiate between fact and opinion.Discusswithstudentswhyitisimportanttobeableto identify fact and opinion when reading nonfiction books.Ask students why an author might include both fact and opinion in a nonfictio

15、n book.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explainthattheglossaryprovidesdefinitionsforthevocabulary words in the book.Point to the use of each content word and academic vocabulary wo

16、rd in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set th

17、e Purpose Havestudentsreadtofindoutmoreabout puffins.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeaquestionmarkintheirbookbeside any word they do not understand or cannot pronounce.Encouragethemtousethestrategiesthey h

18、ave learned to read each word and figure out its meaning.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encouragestudentstosupporttheiranswers by citing evidence from the book.Why are puffins called“clowns of the sea”?(level 1

19、)page 4 How does the appearance of a puffin change from living at sea to living in nesting colonies on the coast?(level 1)page 6 What are the four different types of puffins?(level 2)pages 710 How can people tell the difference between the four types of puffins?(level 2)pages 710 Which types of puff

20、ins are the most similar?(level3)multiple pages Why is it important for puffins to attract a mate?(level3)multiple pages Whydoestheauthorbelievethatpuffinsareamusing and special birds?(level3)multiple pagesText Features:PhotographsExplainthatphotographsarehelpfulwhenreadingbecause they provide the r

21、eader with important information.Have students review the photographs throughout the book and discuss how the photographs inthebooksupportthetext.Discusswhytheauthorchose to include photographs of puffins.Have students explain how the photographs support their understanding of the change in puffins

22、appearance and the difference between the types of puffins.Ask students:How do the photographs help you understand how a puffins appearance changes during breeding season?In what way do the photographs help you to understand the differences between the types of puffins?SkillReview Remindstudentstoco

23、nsiderthequestionstheyrecorded in the W section of their KWLS/ask-and-answer-questionworksheetastheyread.Guidestudents to record answers to these questions in the L section of their worksheet.Have students turn to a partner and discuss how asking and answering questions helps a reader be more effect

24、ive.Modelidentifyingfactoropinion.Think-aloud:I know that when I read a nonfiction book,I need to evaluate the information provided by the author.One way to look at the information is to consider whether it is fact or opinion.As I read about puffins,I know that much of the information is factual,or

25、can be proven.For example,the author states that puffins can flap their wings 400 times in one minute.I know that this information is a fact because this information can be proven.The author also states that she believes puffins are special and wonderful birds.I know that this is an opinion because

26、it is not something that can be proven and it shows how the author feels about puffins.Havestudentsworkwithapartnertounderlinetwo sentences in the text that state a fact and two sentences that state an opinion.Invite students to share their findings.Guiding the Reading(cont.)PuffinsT T3 Learning AZ

27、All rights reserved.www.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:KWLS/askandanswerquestionsReviewtheKWLS/ask-and-answer-questions

28、worksheet.Have students share any remaining questions they have about puffins and record these questions in the S sectionoftheirworksheet.Discusswith students other sources that might provide answers to these questions.Comprehension ExtensionDiscussioncards covering comprehension skills and strategi

29、es 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 that during breeding season,puffins beaks and feathers change considerably to bet

30、ter attract mates.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Contractions Writethefollowingsentenceontheboardfrompage 4 of the text:If youve ever seen a puffin,youre not likely to forget the experience.Circle the contractions youve and yo

31、ure.Explainthatsometimes in written and spoken language,we combine two words to make a contraction.When the two words are joined,some of the letters are taken out and replaced by an apostrophe.In this example,youve comes from you have and youre comes from the words you are being combined.An apostrop

32、he takes the place of the letters ha in the contraction youve and the letter a in the contraction youre.Pointoutthewordhavent in the second sentence on page 4 and ask students what two words are used in this contraction(have not).Askstudentsiftheycannameothercommoncontractions and write a list on th

33、e board.Checkforunderstanding:Have students reread page 15.Have them circle all the contractions on the page(theyre,theyll,its,youll).Ask them to turn to a partner and take turns telling what two words make up each contraction.Independentpractice:Introduce,explain,and have students complete the cont

34、ractions worksheet.If time allows,discuss their answers.WordWork:Synonyms and Antonyms Writethewordinteresting on the board.Ask students to suggest a word that means almost the same thing(fascinating,engaging,captivating).Revieworexplainthatawordthatmeansthesame or almost the same as another word is

35、 called a synonym.Ask students to suggest a word that means the opposite of interesting(boring,dull,unimpressive).Revieworexplainthatawordthatmeans the opposite of another word is called an antonym.Havestudentsturntopage11andlocatethefourthsentenceonthepage.Readthesentencealoudand record it on the b

36、oard:Tufted and European Atlantic puffins,along with rhinoceros auklets,usually dig burrows in soft soil.Circle the word soft.Ask students to suggest a word that mean the same or almost the same as soft(mushy,squishy).Ask students to suggest a word that means the opposite of soft(hard,firm).Checkfor

37、understanding:Givepairsofstudentsathesaurus.Ask them to find the word soft and have them name the synonyms listed.Have them find the antonyms for soft.If needed,provide additional practice using the thesaurus.Independentpractice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss answers aloud after they are finished.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)