原版英语RAZ 教案D41-Mud Balls!.pdf

《原版英语RAZ 教案D41-Mud Balls!.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案D41-Mud Balls!.pdf（6页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、1Mud Balls!Lesson PlanLeveLD D Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:10 Word Count:84Book SummaryIn Mud Balls!,two children take the reader through the steps to create mud balls.This informational book uses a familiar subject to make

2、 functional writing interesting for students.The text also affords opportunities to teach about authors purpose,capitalization,and other reading skills.About the LessonTargeted Reading Strategy Make,revise,and confirm predictionsObjectives Make,revise,and confirm predictions to understand text Deter

3、mine authors purpose Discriminate initial and final consonant/s/sound Identify initial and final consonant Ss Identify and use capitalization Recognize and use position wordsMaterialsGreen text indicates resources are available on the website.BookMud Balls!(copy for each student)Chalkboard or dry-er

4、ase board Dictionaries Cup of water Cup of dirt Authors purpose,initial and final consonant Ss,capitalization 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 whiteboard or completed wit

5、h paper and pencil if the books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.High-frequency words:and,in,we Content words:Story critical:dry(adj.),mix(v.),mud(n.),sand(n.),scoop(v.),shape(v.)Before ReadingBuild Background Place a cu

6、p of water and a cup of dirt in front of the class.Ask students what will happen when you pour the water into the dirt.Have students discuss with a partner their predictions.Pour the water into the dirt to create mud.Ask students to identify the new substance.Write the word mud on the board and read

7、 it aloud to students.Invite students to share with the class specific examples of playing with or using mud.2Mud Balls!Lesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Give students their copy of the book.Guide them to the front and back covers

8、 and read the title.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.Show students the title page.Discuss the information on the page(title of book,authors name).Introduce the Reading St

9、rategy:Make,revise,and confirm predictions explain to students that engaged readers use what they know to make predictions,or guesses,about what will happen in a story.Readers use clues from the story or their own past experience to make the predictions.emphasize that knowing how to make a predictio

10、n is more important than whether the prediction is right,or confirmed.Readers continue to make predictions on the basis of clues throughout reading.explain that making predictions can help readers learn new information,make decisions,and solve problems.Model making predictions.Think-aloud:On the cov

11、er,a boy and girl are holding brown lumps in their hands and smiling.The title of the book is Mud Balls!Using these clues from the book,I predict that the brown lumps in their hands are balls made out of mud.I know that when it rains,the ground becomes muddy,and it would be easy to find mud balls.On

12、 the basis of this clue from my own experience,I predict that it is going to rain in the story,and the boy and girl will go looking for mud balls.Ask students to think of one prediction,on the basis of the cover and title page.Have students share their prediction with a partner.As students read,enco

13、urage them to use other reading strategies in addition to the targeted strategy presented in this section.Introduce the Comprehension Skill:Authors purpose explain to students that authors have a reason,or purpose,for writing a book.Their purpose can be to inform,entertain,or persuade.explain that t

14、o inform means to give the reader information,to entertain means to amuse the reader,and to persuade means to convince the reader to think a certain way.Write the words inform,entertain,and persuade on the board.Model determining authors purpose using a familiar tale,such as Planting a Rainbow by Lo

15、is ehlert.Think-aloud:When we read Planting a Rainbow,we learned the steps a person takes to plant beautiful flowers in all colors of the rainbow.From ordering seeds in a catalogue,to planting bulbs in the ground and watching sprouts grow out of them in the spring,that book described the whole proce

16、ss in order of the seasons.Since the book gave the reader information on a topicplanting flowersthe author had a purpose,to inform the reader about planting flowers.The authors purpose was to inform.Discuss several other books the class has read.Have students work in groups to consider the authors p

17、urpose for each book.As a class,come to a consensus on the authors purpose for every book.Introduce the Vocabulary While previewing the book,reinforce the vocabulary words students will encounter.While looking at the picture on page 5,you might say:How is the boy pulling up the mud?He is scooping it

18、 up.What does the word scoop mean?Make a scooping motion with your hand.Remind students to look at the picture,use the rest of the sentence,and check the beginning sounds of words to help decode a difficult word.For example,point to the word shape on page 6 and say:I am going to check the picture an

19、d use the beginning sounds of this word to think about what word would make sense.In the picture,the boy and girl are making balls out of the mud.The rest of the sentence tells me that they do something to the mud to make it into a ball.One way to make a ball out of mud is to roll the mud,but the wo

20、rd roll starts with the 3Mud Balls!Lesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga- this word starts with the letters sh.I know that when I put the letters sh together,they make the/sh/sound;therefore,the kids are doing something to turn the mud into balls that starts wit

21、h the/sh/sound.When people make objects out of clay,they call it shaping,and clay is like mud.The girl and boy shape balls out of mud.The word shape begins with the/sh/sound,and the sentence makes sense with this word.The word must be shape.Set the Purpose Have students read to find out about the mu

22、d balls.Remind them to make predictions,and confirm or revise their predictions as they read.During ReadingStudent Reading Guide the reading:Have students read from page 3 to the end of page 5.encourage those who finish early to go back and reread.Model making and revising predictions.Think-aloud:Af

23、ter reading these three pages,I know that my earlier prediction,that it would rain and make mud balls,is not correct.The boy and girl pour water into a hole to make mud.I am revising the second part of that prediction;instead of looking for mud balls made by rain,I now predict that the boy and girl

24、will make their own mud balls.I still believe my other prediction,that the brown lumps in their hands are mud balls,is correct,so I will not revise that prediction.I will continue to make and check predictions as I read.Record your predictions on the board,both the confirmed one and the new revised

25、one from this Think-aloud.Circle the confirmed prediction.Have students think of at least one prediction,on the basis of what they have read so far.Have students draw a picture representing their prediction and share it with a partner.Invite volunteers to share their predictions with the rest of the

26、 class.Record these on the board.Have students think about what they have read so far in the book.Ask them to share with a partner whether they think the author is informing them about a topic,persuading them to think a certain way,or entertaining them.Point to the words inform,entertain,and persuad

27、e on the board.Have students raise their hand when you point to a word that they believe describes the authors purpose.Tally the total votes under each word.encourage students to continue thinking about the authors purpose as they read the rest of the book.Check for understanding:Have students read

28、to the end of page 8.Remind students to continue making predictions,and revising and confirming them,and have them draw at least one more picture for a new prediction.Invite volunteers to share and record new predictions on the board.Remind students of their earlier thoughts on the authors purpose b

29、y pointing to the votes recorded on the board.Ask students to think about what they have read so far and determine the authors purpose now that they have read most of the book.Guide them in their thinking with pointed questions,such as:Is the author telling a funny story about mud balls?Is the autho

30、r informing us about mud balls?Is the author convincing us to think a certain way about mud balls?Lead students to a consensus that the author is informing the reader about mud balls.Have students call out the authors purpose(to inform).erase the words entertain and persuade from the board.Have stud

31、ents read the remainder of the book.encourage them to continue making,revising,and confirming predictions as they read,and to consider the authors purpose in writing the book.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can b

32、e addressed in the discussion that follows.4Mud Balls!Lesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga-After Reading Ask 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 c

33、lues.Reflect on the Reading Strategy Think-aloud:Now that I have read the whole book,I know that my earlier prediction that the brown lumps are mud balls is correct.Also,my revised prediction,that the boy and girl would make the mud balls,is right as well.I confirmed both of these predictions.Some p

34、redictions are confirmed while we read and some are not.What predictions did you make that were confirmed?Ask students to point to the predictions written on the board that they now see are confirmed.Invite volunteers to come up and circle all the confirmed predictions.erase the predictions that wer

35、e never confirmed.Invite volunteers to share with the class the drawings they made of predictions while they read,and whether or not these predictions were confirmed.Review with students the prediction you revised earlier.Ask students if they revised any of their predictions.Invite volunteers to sha

36、re how they revised a prediction.Discuss with students how making,revising,and confirming predictions helped them to better remember and understand the book.Reflect on the Comprehension Skill Discussion:Review the authors purpose with the class:the author wants to inform readers about how to make mu

37、d balls.Have students share with a partner what information they learned about mud balls.Invite volunteers to share their information with the class.Record these details from the book on the board under the word inform.Independent practice:Introduce,explain,and have students complete the authors pur

38、pose worksheet.If time allows,discuss their answers.Enduring understanding:In this book,you learned how to make mud balls.Does this sound like a project you would like to do?Why is it so much fun to play in mud?Build SkillsPhonological Awareness:Initial and final consonant/s/sound Say the word sand

39、aloud to students,emphasizing the initial/s/sound.Have students say the word aloud and then say the/s/sound.Say the word balls aloud to students,emphasizing the final/s/sound.Have students say the word aloud and then say the/s/sound.explain that the/s/sound can come at both the beginning and the end

40、 of a word.Point out that the/s/sound is similar to a hiss and have students pretend they are snakes and hiss at you.Reiterate that this hissing sound can come at the beginning or end of a word.Check for understanding:Say the following words one at a time and have students raise their hand if the wo

41、rd begins with the/s/sound and clap their desk if the word ends with the/s/sound:sun,scoop,boys,spot,girls,song,trees,and rolls.Phonics:Initial and final consonant Ss Write the word sand on the board and say it aloud with students.Have students say the/s/sound aloud.Then run your finger under the le

42、tters in the word as students say the whole word aloud.Ask students to identify which letter represents the /s/sound in the word sand.Repeat with the word pats.explain to students that the letter Ss can come at the beginning or end of a word,and it creates the/s/sound wherever it is placed.5Mud Ball

43、s!Lesson Plan(continued)LeveLD D Learning AZ All rights reserved.www.readinga- Have students practice writing the letter Ss on a separate piece of paper while saying the/s/sound.Remind students that letter Ss makes the/s/sound,like a snake hissing.Have students change some of the letters they wrote

44、by drawing them as snakes.Check for understanding:Write the following words that begin and end with the/s/sound on the board,leaving off the letter Ss:sad,pots,set,cats,and sick.Say each word,one at a time,and have volunteers come to the board and add the letter Ss to the correct position in each wo

45、rd.Independent practice:Introduce,explain,and have students complete the initial-and-final-consonant-Ss worksheet.If time allows,discuss their answers.Grammar and Mechanics:Capitalization Write the following sentence on the board:We like to make mud balls.Ask students to point to the capital letter

46、in the sentence.explain to students that all sentences begin with a capital letter.Point out that a capital letter is a signal showing the reader that a new sentence is beginning.Write several lowercase letters on the board.Ask students to write the capital for each letter on a separate sheet of pap

47、er.Invite volunteers to come to the board and write the capital beside the lowercase letter.Call on students to share one sentence about mud balls,using information they learned in the book.Record the sentences on the board,but leave the initial letters in lowercase.Have students work with a partner

48、 to find all the letters that should be capitalized.Invite volunteers to come to the board and correct the sentences.Check for understanding:Have students look for and circle all the capital letters in the book.Remind students that every sentence begins with a capital letter.Independent practice:Int

49、roduce,explain,and have students complete the capitalization worksheet.If time allows,discuss their answers.Word Work:Position words Write the word in on the board.Read it aloud with students.Ask students to place their pencil in their desk.Write the word on on the board and read it aloud with stude

50、nts.Ask students to place their pencil on their desk.Have students discuss with a partner the difference between the words in and on.explain to students the words in and on are position words.explain that position words are words that describe the location of objects.Have students work in groups to