原版英语RAZ 教案I01-Hippo's Toothache.pdf

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1、1 Learning AZ All rights reserved.www.readinga-Hippos ToothacheLesson PlanLeveLI IAbout the BookText Type:Fiction/Humorous Page Count:18 Word Count:276Book SummaryHarry the Hippo lives in the jungle and has a horrible toothache.His animal friends try to help him and decide that they should pull out

2、his tooth.One by one,they try unsuccessfully to extract Harrys tooth.Finally,the tooth is pulled out as part of the surprise ending.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictions Identifycharacters,setting,andplot Segmentsyllab

3、les Identifyvoweldigraphoa Recognizeandusecapitalization RecognizecompoundwordsMaterialsGreen textindicatesresourcesavailableonthewebsite BookHippos Toothache(copy for each student)Chartpaperandmarkers Chalkboardordryeraseboard Wordjournal(optional)Storyelements,voweldigraphoa,capitalizationworkshee

4、ts Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Highfrequency words:he

5、,his,she,they,we Content words:Story critical:horrible(adj.),loudly(adv.),moaned(v.),pulled(v.),terrible(adj.),vine(n.)Enrichment:groaned(v.),later(adv.)Before ReadingBuild Background Discussgoingtoadentist.Askstudentswhypeoplegotothedentistandwhatthedentist does.Askthemwhatmighthappeniftheydontgoto

6、thedentist.Askiftheyhaveeverhad atoothacheandtellhowitfelt.2 Learning AZ All rights reserved.www.readinga-Hippos ToothacheLesson Plan(continued)LeveLI IBook Walk Showstudentsthefrontcoverofthebookandreadthetitle.AskstudentstopredictwhattheymightreadaboutinabookcalledHippos Toothache.(Acceptanyanswer

7、sstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(title,authorsname,illustrators name).Introduce the Reading Strategy:Make,revise,and confirm predictions Explainthatgoodreadersmakepredictions,orguesses,aboutwhatwillhappeninastory.Explainthatmakingpredictionscanhelppeoplema

8、kedecisions,solveproblems,andlearnnewinformation.Emphasizethatmakingpredictionsismoreimportantthanwhetherthepredictionisright,orconfirmed.Modelmakingaprediction.Think-aloud:I know that good readers always look at the cover of a book to get an idea of what the book is about.Looking at the picture on

9、the front cover,I see a very unhappy hippopotamus.I know from the title that he has a toothache.His mouth is wide open so I think it is very painful and he is making a lot of noise.He must be moaning with pain.On the title page,I see a gorilla trying to pull out the tooth so I am guessing that the b

10、ook is about pulling out Harry Hippos bad tooth.Making predictions gets me thinking about the story and gives me a purpose for reading it because I want to find out if my predictions are correct.Afterlookingatthecoverandtitlepage,askstudentsiftheycanpredictwhatwillhappeninthestory.Writetheirpredicti

11、onsonchartpaper.Explainthatyouwillcomparethesepredictionswithwhatreallyhappensastheyreadthestory.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Usethebookpreviewasanopportunitytointroduceunfamiliarvocabularyan

12、dtomodellanguagepatterns.Writethefollowingcontentwordsontheboardandreadthemaloudwithstudents:horrible,terrible,moaned,loudly.Usingcontentvocabulary,discusswhatitfeelsliketohaveatoothache(horrible,terrible)and howpeoplearoundthemwouldknowtheyhadaterribletoothache(moan loudly).Havestudentsactouthaving

13、ahorribletoothachemakingappropriatemoaningnoises.Askthemto suggest solutions to the problem of having a toothache(going to the dentist,having the tooth pulled).Asvocabularywordsarementioned,havestudentspointtothecorrespondingwordontheboard.Encouragestudentstoaddnewvocabularywordstotheirwordjournals.

14、Set the Purpose Havestudentsreadthebooktofindoutwhathappenstothehippoandhistoothache.Remindthemtostopaftereverycoupleofpagestoreviewintheirmindwhathashappenedsofarandtomakepredictionsastheycontinuereadingthestory.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Askthemt

15、oplacetheirfingeronthenumberatthebottomcornerofpage3.Havethemreadtotheendofpage8,usingtheirfinger topointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelrevisingaprediction.Think-aloud:Before reading,I predicted that the hippo would go to the dentist.While reading,I l

16、earned that the hippos friends want to help him.As I was reading and came to page 8,Polly the parrot asked,“What shall we do?”I stopped,and I thought about what they should do.I will revise my prediction.I think Hippos friends will take him to the dentist.3 Learning AZ All rights reserved.www.readin

17、ga-Hippos ToothacheLesson Plan(continued)LeveLI I Invitestudentstomake,revise,and/orconfirmapredictionbasedonwhattheyveread.Invitethem to share the outcomes of their prediction before reading.HavestudentsreadtheremainderofthestorytoseewhatwillhappentoHarryHippoandhistooth.Havestudentsmakeasmallquest

18、ionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Ask

19、studentshowthestoryendedandwhethertheirpredictionwascorrect.Discusshowpredictingcanhelpthereadergetmeaningfromthebookandhowitgivesreadersareasontoread(tofindoutwhetherthepredictionsarecorrect).Think-aloud:I predicted that Hippos friends would take him to the dentist.This prediction was not correct.I

20、nstead,Hippos friends pulled out his tooth.Stopping to think about what might happen next in the story and reading on to check my prediction helped me better enjoy the story.It helped me get more involved with what I was reading.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach t

21、he Comprehension Skill:Story elements:Identify characters,setting,and plot Discussion:Discusshowaverysmallanimal,suchasamouse,mighthelpaverybiganimal,suchasanelephantorahippo.Askstudents:Was there a hero in the story?Who solved Harrys problem?Was it the mouse or the elephant?Introduce and model:Tell

22、 students that all stories have certain things in common:characters(whoorwhatthestoryisabout),setting(wherethestoryhappens),plot(the events that happen in the story),and a problem that the characters need to solve(the problem is usually solved near the end of the story).explain to them that Hippos T

23、oothache has all of these elements.Modelidentifyingstoryelements.Think-aloud:I know that the most important character in this story is Harry Hippo.If it werent for Harry and his tooth,there would be no story.There are lots of other animals in the story who try to help Harry.The story has animals tha

24、t live in a jungle,so this tells me that the setting of the story is a jungle.Check for understanding:Havestudentsnameothercharactersinthestory.Allowthemtorevisitthebooktofindthenames.Discusstheplotandproblemofthestory.Say:The first thing that happens in the story is Harry wakes up with a toothache.

25、This is also the problem of the story.Next,all the animals wake up.Havestudentsidentifythesequenceofevents,orplot,throughthe end of the story.Independent practice:Introduce,explain,andhavestudentscompletethestoryelementsworksheet.Iftimeallows,discusstheiranswers.Extend the discussion:Havestudentsuse

26、thelastpageoftheirbooktodrawapictureofthecharacterthattheythinkistheheroofthestory.Thenhavethemwriteunderthepicturewhytheythinkthischaracteristhehero.Build SkillsPhonological Awareness:Segment syllables Revieworexplainthatasyllableisapartofaword.Explaintostudentsthatyouaregoingtocountthesyllablesorp

27、artsinthewordhippo.Demonstratecountingsyllableswiththewordhippo,clapping at each syllable:hip-po.Explainthatyouclappedtwotimesbecausetherearetwoparts,orsyllables,inthisword.4 Learning AZ All rights reserved.www.readinga-Hippos ToothacheLesson Plan(continued)LeveLI I Check for understanding:Saythewor

28、dHarrietandaskavolunteertoclapandcountthesyllables.Repeatwiththefollowingwords:vine,elephant,better.Phonics:Vowel digraph oa Writethewordmoanontheboardandsayitaloudwithstudents.Explaintostudentsthatsometimesletterscombinetostandforonesound.Rereadthewordmoanasyourunyourfingerunderthelettersintheword.

29、Askstudentstoidentifythetwolettersthattogetherrepresentthelongvowel/o/soundinthewordmoan.Writetheoalettercombinationontheboard.Havestudentspracticewritingthelettercombinationonaseparatepieceofpaperwhilesayingthesoundthecombinationrepresents.Check for understanding:Writethefollowingwordsontheboard,le

30、avingouttheoa letter combination:goat,road,coat.Havestudentscompleteeachwordbyaddingtheoa digraph and writeeachwordonaseparatepieceofpaper.Thenhavestudentsreadeachwordaloudtoapartner.Independent practice:Introduce,explain,andhavestudentscompletethevoweldigraphoa worksheet.Iftimeallows,discusstheiran

31、swers.Grammar and Mechanics:Capitalization Havestudentsturntopage12.Askthemwhattheynoticeabouttheanimalsnamesinthestory.Askstudentswhattheynoticeaboutthewordatthebeginningofeachsentenceinthestory.Discusstheuseofcapitallettersatthebeginningofnamesandatthebeginningofsentences.explain that a capital le

32、tter tellsreadersthatanewsentenceisbeginningortheyarereadinga special name.For example,say:The hippo in the story is called Harry.His name makes him different from other hippos and other animals in the story that have names.Check for understanding:Havestudentswritetwoorthreesentencesaboutthemselves.

33、Remindthem to use capital letters for names and at the beginning of each sentence.Have students highlighttheplaceswheretheyusedcapitalletters.Independent practice:Introduce,explain,andhavestudentscompletethecapitalizationworksheet.Iftimeallows,discusstheiranswers.Word Work:Compound words Revieworexp

34、lainthatcompound words aretwowordsputtogethertomakeanewword.Directstudents to the title page of Hippos Toothache.Tell them toothacheisacompoundwordandwritethewordtoothacheontheboard.Underlinethetwowordsthatmakeupthecompoundword:tooth and ache.Havestudentslookonpage5tofindanothercompoundword(everyone

35、).Discussthetwowordsthatmakeupthecompoundwordeveryone.Check for understanding:Havestudentsthinkofothercompoundwords.Writethewordstheymentionontheboardandhavestudentscomeupandunderlinethetwowordsthatmakeupeachofthecompoundwords.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependentl

36、y.Additionally,allowpartnerstotaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.5 Learning AZ All rights reserved.www.readinga-Hippos ToothacheLesson Plan(continued)LeveLI IExtend the ReadingWriting ConnectionRere

37、adHippos Toothache.Askstudentswherethestorytookplace(jungle).Discusswhattheyknowaboutjungles.Ontheboardorchartpaper,writeWhat We Know About Jungles.Prompt studentswithquestionsthatwillencouragethemtoshareinformation.Ask:What animals live in the jungle?What food grows in the jungle?What do animals do

38、 in the jungle?Asstudentsshare,writetheirinformationundertheheadingontheboard.Givesentencestripstostudents.Usingtheinformationtheylearnedfromthechart,havestudentswriteasentenceaboutajungle.Whentheyhavefinished,putallthesentencestogetherontheboardandreadthemaloudwithstudents.Social Studies and Health

39、 ConnectionSelectfictionandnonfictionbooksfromthelibraryaboutgoingtothedentist.Reviewbooks withstudents.Inviteadentistordentalhygienisttocomeandtalktotheclassabouttheimportanceofkeepingteethhealthyandhowtodoso(brushing,flossing,andeatingtherightfoods).DisplayachartwiththeheadingsGood Foods and Bad F

40、oods.Askstudentstothinkaboutthekindsoffoodsthatarebadforteethandthekindsthataregood.Writetheirresponsesunderthe appropriate heading.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecar

41、dscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductacla

42、ssdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlypauseastheyreadtomakestorypredictionsbasedonavailabletextinformation;revisethesepredictionsastheyobtainnewinformation understandandaccuratelyidentifystoryelementsduringdiscussionandonaworksheet cor

43、rectlysegmentsyllables identifyandwritethelettersymbolsthatstandforthevoweldigraphoa during discussion and onaworksheet consistentlyrecognizecapitallettersinnamesandatthebeginningofsentencesduringdiscussionandonaworksheet correctlyidentifycompoundwordsduringdiscussionComprehension Checks BookQuiz RetellingRubric