下载本文档
版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
G
LeveL
PAGE
1
©LearningA–Z
s
.
Lesson n
AbouttheBook
TheFoodWeEat
TextType:Nonfiction/Informational PageCount:12 WordCount:195
BookSummary
Haveyoueverwonderedwherepizzaoreggsorbagelscomefrom?TheFoodWeEatinformsreadersabouttheoriginsofsomeofourfavoritefoods.Whileintroducingvocabularywords,thebookshowsthatfoodcomesfromlivingthings,notjustfromthesupermarket.
AbouttheLesson
TargetedReadingStrategy
Connecttopriorknowledge
Objectives
Connecttopriorknowledgetounderstandtext
Classifyinformation
Manipulateinitialsounds
Identifyvoweldigraphseaandee
Identifyandusequestionmarks
cewordsinalphabeticalorder
Materials
Greentextindicatesresourcesavailableonthewebsite
Book—TheFoodWeEat(copyforeachstudent)
Chalkboardordryeras
Classifyinformation,voweldigraphseaandee,questionmarksworksheets
Discussioncards
Indicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonin ctivewhitorcompletedwithpaperandpencilifbooksarereused.)
Vocabulary
*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyA– .
High-frequencywords:come,does,from,where
Contentwords:
Storycritical:bagels(n.),cattle(n.),hamburger(n.),omelets(n.),pepperoni(n.),wheat(n.)
Enrient:animals(n.),cheese(n.),food(n.),orange(n.),nts(n.),sauce(n.)
BeforeReading
BuildBackground
Askstudentswhattheyhadforbreakfast.Makealistofsomeofthefoodstheyname.
Askstudentsiftheyhaveeverthoughtaboutwherethefoodtheyeatcomesfrombeforetheybuyitatthegrocerystore.Havethem laboutwheretheythinkeachofthefoodsonthelistoriginallycamefromandwritetheiranswersnexttothefoodonth .Ifstudentsdon’tknowwhereatypeoffoodcomesfrom,putaquestionmarknexttothefood.
Lesson n ) TheFoodWeEat
PreviewtheBook
IntroducetheBook
Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheymightreadaboutinabookcalledTheFoodWeEat.(Acceptanyanswersstudentscanjustify.)Askwhatkindoffoodtheyseeonthecoversandwhethertheyarefamiliarwiththesefoods.
Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sname).
IntroducetheReadingStrategy:Connecttopriorknowledge
Exinthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthetopicofthebookwillhelpthemunderstandwhattheyread.
Modelconnectingtopriorknowledgeusingtheinformationonthecovers.
Think-aloud:WhenIlookatthecoverofthisbook,Iseeapictureofeggsandachicken.Iknowthateggscomefromchickens.Peopleofteneateggsforbreakfast.Theeggsonthecoverhavebeenfried.Eggsc sobescrambledorusedtomakeanomelet.ThinkingaboutwhatIknowmighthelpmetoreadnewwordsandbetterunderstandwhatIread.
Havestudentspreviewthepicturesonthecoversandtitlepageinthebook.Havethemshare
howtheyconnectedwithpriorknowledge.
Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyalready
knowaboutanimalsandhowtheymoveastheyread.
Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargeted
strategypresentedinthissection.
IntroducetheVocabulary
Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeinthephotographs.Askthemto lwhethertheyrecognizethefoodinthepicturesandwhattheyknowaboutit.Reinnewvocabularybyincorporatingitintothediscussionofthepictures.Forexample,onpage6youmightask:Whatcomesfromawheatnt?
Modelstrategiesstudentscanusetoworkoutwordstheydon’tknow.Forexample,pointtothewordwheatonpage6.Modelusingknownwordstohelpreadanewword.Say:Doeswheatstartlikeanotherwordyouknow(where,what,when)?Doeswheatendlikeawordyouknows(eat)?Thenreadthesentencetostudentsandaskifthewordwheatmakessense.
SetthePurpose
Havestudentsreadthebooktofindoutmoreaboutthefoodweeat.Remindthemtostopaftereverycoupleofpagestothinkaboutwhattheyalreadyknowaboutfoodandwhereitcomesfrom.
DuringReading
StudentReading
Guidethereading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3.Readthewordtogether(There).Pointoutwheretobeginreadingoneachpage.Remindstudentstoreadwordsfromlefttoright.Pointtoeachwordasyoureaditaloudwhilestudentsfollowalongintheirownbook.
Askstudentsto ceafingeronthepagenumberinthebottomcornerofthepage.Havethemreadto ofpage5,usingtheirfingertopointtoeachwordastheyread.encouragestudentswhofinishbeforeotherstorereadthetext.
Modelusingpriorknowledgetomakeconnectionstothetext.
Think-aloud:WhenIreadpage5,Isawapictureofacow.Ialsosawaglassofsomethingnexttothecow.Iknowthatmilkcomesfromcows.Peopledrinkmilk.UsingwhatIalreadyknowhelpedmetoreadthispage.
Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknowastheyread.Havethem
lhowwhattheyalreadyknewaboutfoodhelpedthemunderstandnewinformation.
Lesson n ) TheFoodWeEat
Havestudentsreadtheremainderofthebook.Remindthemtousethattheyalreadyknowabout
animalsandhowtheymovetohelpthemunderstandnewinformationastheyread.
Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonot
understandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.
AfterReading
Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.
ReflectontheReadingStrategy
Think-aloud:Onpage9,Isawapictureofahamburger.I’veeatenhamburgersbefore,soIknewwhatitwas.Ialsosawapictureofacow.Iknowthatthemeatthatcomesfromcowsiscalledbeef.UsingwhatIknewhelpedmetoreadthispage.
Discusswithstudentshowusingwhattheyalreadyknewaboutanimalshelpedthemunderstand
whattheyread.Invitestudentstosharehowtheyconnectedtopriorknowledgeastheyread.
Havestudentslookatthelistoffoodsonthtoseeifanyofthefoodstheylistedwereinthebook.Checkwhethertheyhavefoundoutwherethefoodscomefrom.Ifthereareanyquestionmarksremaining, lstudentstheymayhavetolookinothersourcestofindoutwherethisfoodcomesfrom.
Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.
TeachtheComprehensionSkill:Classifyinformation
Discussion:Askstudentswhichfoodsmentionedinthebooktheyenjoyeating.Invitethemtoltheirfavoritefoodsandwhythosefoodsaretheirfavorite.
Introduceandmodel: lstudentsthatthebookwasaboutdifferentfoodsandwheretheycomefrom.Exinthatsortinginformationintogroupshelpsreadersthinkaboutandrememberwhattheyread.WritetheheadingsntsandAnimalsonth.Modelhowtoclassifyinformation.
Think-aloud:AsIthoughtabouthowtogroupthefoodsinthebook,Istartedbyaskingmyselfwheretheycamefrom:a ntorananimal.Iknowthatorangejuicecomesfromoranges,whichgrowontrees.Treesare nts.Iwillwriteorangejuiceundertheheadingnts.Milkcomesfromcows.Cowsareanimals.IwillwritemilkundertheheadingAnimals.
Checkforunderstanding:Askstudentstoidentifyotherfoodsfromthebookand linwhichgrouptheybelong.Writethenamesonthunderthecorrectheadings.
Independentpractice:Introduce,exin,andhavestudentscompletetheclassifyinformationworksheet.Iftimeallows,discusstheiranswers.
Extendthediscussion:Havestudentsusethelastpageoftheirbooktoillustrateandwriteaboutanotherkindoffoodandwhereitcomesfrom.
BuildSkills
PhonologicalAwareness:Manipulateinitialsounds
Sayandrecitethenurseryrhyme,Tomarket,tomarket:
Tomarket,tomarkettobuyafatpig;homeagain,homeagainjiggityjig.Tomarket,tomarkettobuyafathog;homeagain,homeagainjiggityjog.
Tomarket,tomarkettobuyaplumbun;homeagain,homeagainmarketisdone.
Saytherhymingpairsoneatatime:pig,jig;hog,jog;bun,done.Askstudentshowthewordssoundthesameanddifferent(theonset,orinitialpart,haschanged,whiletherime,therhymingpartoftheword,hasremainedthesame).
Lesson n ) TheFoodWeEat
Usingotherfoodsfromthebook,manipulateinitialsoundsinasimilarpatterntocreatetheir
owninnovationofTomarket,tomarket.Examplesmaybe:
Tomarket,tomarkettobuyainbagel;homeagain,homeagainjiggityjagle.Tomarket,tomarkettobuyabigchicken;homeagain,homeagainjiggityjicken.
Tomarket,tomarkettobuyamilkcow;homeagain,homeagain,tomyhomeIgonow.
Phonics:Voweldigraphseaandee
Writethewordeatonth.Havestudentsfindthewordonthecoverortitlepage.
Askstudentswhatvowelsoundtheyhearintheword.Circletheealettercombinationinthewordeat.Exinthattheletterseandatogetherstandforthelong/e/vowelsound.
Havestudentslookonthebottomofpage4tofindanotherwordwiththelong/e/vowelsound(trees).Circletheeelettercombinationinthewordtrees.Exinthattheletterseandetogetheralsostandforthelong/e/vowelsound.
Writethewordpeachonth .Runyourfingerunderthelettersinthewordwhileyousaythewordwithstudents.Haveavolunteercometothandcirclethelettersinthewordthatstandforthelong/e/vowelsound.
Havestudentsrereadpages6and9.Havethemcirclethelettercombinationsthatstandforthe
long/e/vowelsoundinthewordswheat,seeds,meat,andbeef.
Independentpractice:Introduce,exin,andhavestudentscompletethevoweldigraphseaandee
worksheet.Iftimeallows,discusstheiranswers.
Gr randMechanics:Questionmarks
Revieworexinthatatofasentenceaskingaquestionwealwaysuseaquestionmark.
Modelvoiceintonationwhenreadingaquestioncomparedtoreadingastatement.
Havestudentsturntopage3.Askstudentstolthequestionwordonpage3.Havestudentsidentifythequestionmarkatofthesentence.
Havestudentssuggestquestions.Writeeachquestiononth,leavingoffthequestionmark.Havevolunteerscometothandaddthequestionmarksatofthesentences.Havestudentspracticereadingeachquestion.
Havestudentscircleorhighlightthequestionwordsandquestionmarksinthebook.Review
theirworkwhentheyarefinished.
Independentpractice:Introduce,exin,andhavestudentscompletethequestionmarks
worksheet.Iftimeallows,discusstheiranswers.
WordWork:Alphabeticalorder
Writethewordsfoodandntsonth.Underlinethefirstletterineachword.Ask
studentswhatlettercomesfirstinthealphabet:forp.
RevieworexinthatwordsaresometimescedinalistbyABC,oralphabeticalorder.Wordsarecedinalphabeticalorderbylookingfirstattheinitialletterineachwordanddecidingwhichlettercomesfirstinthealphabet.Exinthatfoodwouldcomefirstinahabeticallist.
Writethewordsfoodandcattleonth.Underlinethefirstletterineachword.Ask
studentswhatlettercomesfirstinthealphabet:forc.Exinthatcattlewouldcomefirstinphabeticallist.
Independentpractice:Writethewordspepperoni,cattle,omelets,andhamburgeronth.Havestudentswritethewordsinalphabeticalorderonaseparatesheetofpaper.Whentheyhavefinished,discusstheiranswers.
BuildFluency
IndependentReading
Allowstudentstoreadtheirbooksindependently.Additionally,partnerscantaketurnsreading
partsofthebook.
Lesson n ) TheFoodWeEat
HomeConnection
Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.
ExtendtheReading
WritingandArtConnection
Havestudentswriteandillustrateafinalpageintheirbookaboutadifferentkindoffood.Forexample,astudentmaywrite:Wheredoraisinscomefrom?Raisinscomefromgrapes.Grapesgrowongrapevines.Havestudentssharetheirsentencesandpictureswiththegroup.
visitWritingA–Zforalessonandleveledmaterialsoninformationalwriting.
ScienceandMathConnection
Havestudentsrereadpages5and11.Discussotherfoodsthataremadefrommilk,suchasbutter,icecream,andyogurt.Usingsmallglassjars,suchasbabyfoodjars,havegroupsofstudentsmakecoffee-canicecream:
Inalargebowl,stirtogether1cupofwholemilk,1cupheavycream,1/2cupsugarandapinchofsalt.1/2cupoffruitmayalsobeadded.Pourmixtureintoaclean,dry12-oz.coffeecanwithatight-fitting,leakprooflid.Snapthelidonthecanclosed.Setthecaninsidealarger39-oz.sizecoffeecan.Packcrushedicearoundthesmallercan.Sprinklerocksaltovertheiceandsnapthelidclosedonthelargercan.Havestudentsinthe
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 制模型用塑料项目可行性实施报告
- 2019年上半年信息系统管理工程师考试信息系统管理工程师案例分析下午真题
- 厨师刀市场环境与对策分析
- 制冷冻甜点用棒相关项目实施方案
- 吴中区车库租赁合同模板
- 私人精装房屋买卖合同模板
- 新加坡租房经纪合同模板
- 医用洗眼杯市场环境与对策分析
- 2024租房合同中,押金条款有些内容
- 2020年下半年基金从业考试私募股权投资基金基础知识真题
- 钢结构竣工资料范本模板(共155页)
- 完整版用友NC操作手册轻松学财务软件
- 五行生克乘侮在临床中的运用
- 气旋与反气旋教学课件
- 职业健康体检质量管理手册(共58页)
- Multisim电子技术基础仿真实验二菜单栏学习教案
- 浅谈中学生学习焦虑的原因及对策
- 《大队长竞选》PPT课件.ppt
- 液压油缸计算器
- 《申(换、补)领居民身份证登记表》(样表)
- 临床护理技术操作常见并发症的预防和处理规范(完整版)
评论
0/150
提交评论