讲义参考讲稿raz lgfoodweeat

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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