文稿说明分析national parks

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AbouttheBook

NationalParks

TextType:Nonfiction/Informational PageCount:20 WordCount:1,397

BookSummary

NationalParkinsthevalueofnationalparksandexploresseveralparksaroundtheworld.StudentswilllearnaboutanimalsthatliveinalargegrasslandinAfrica,aswellasthewayinwhich

ntsandanimalsoftheandoceanin ctinasmallnationalparkinCostaRica.Studentsalsowillreadaboutsomeunlikelycesforanationalpark,suchasinthemiddleofamajorcityandtotallyunderwater!Exceptionalphotography paniesthetext.

AbouttheLesson

TargetedReadingStrategy

Makeconnectionstopriorknowledge

Objectives

Ustthereadingstrategyofconnectingtopriorknowledgetounderstandnonfictiontext

Compareandcontrastfactualinformation

Capitalizenamesofpeopleandces

Recognizeandusecontentvocabulary

Materials

Greentextindicatesresourcesavailableonthewebsite

Book—NationalParks(copyforeachstudent)

Chalkboardordryeras

Priorknowledgesurvey,factcomparison,wordsearchworksheets

Discussioncards

Indicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookonin ctivewhitorcompletedwithpaperandpencilifbooksarereused.)

Vocabulary

Contentwords:

Storycritical:artifacts(n.),diversity(n.),extinct(adj.),habitat(n.),preservation(n.)

Enrient:estuary(n.),fjord(n.),migrate(v.),savannas(n.)

BeforeReading

BuildBackground

Havestudentslwhattheyknowaboutnationalparks.Askthemtolaboutnationalparkstheyhavevisitedwithfamilyorothergroups,wildlifetheyhaveseen,orhistoricalsitestheyhaveexplored.

PreviewtheBook

IntroducetheReadingStrategy:Makeconnectionstopriorknowledge

Givestudentstheprior-knowledge-surveyworksheet.Havethemreadthesentencesandwrite

“Yes”or“No”tocompletethecolumnontheleft.

lstudentsthatwhentheyareabletomakeaconnectionwithsomethingtheyalreadyknowaboutthetopicofthebookbeforetheybegintoread,theywillbebet bletounderstandandrememberwhattheyread.

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Lesson n ) NationalParks

Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthisisandwhatitmightbeabout.

Directstudentstothetableofcontents.Remindstudentsthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Eachchaptertitleprovidesanideaofwhattheywillreadinthebook.Afterreviewingthetableofcontents,modelmakingaconnectionwithpriorknowledge.Think-aloud:Thefirstchapterinthebookistitled“YourSpecialP e.”That’showIfeltthefirsttimeIvisitedtheGrandCanyonNationalPark.Eventhoughtherewerelotsofothervisitors,Ididn’tnoticethem.Itseemedliketherewasjustmeandthisbig,beautifulcethatstretchedforand.(Tailorcommentstofit alexperience.)

Havestudentssharepriorknowledgeofanyofthetopicslistedinthetableofcontents.

Showstudentsthetitlepage.Talkabouttheinformationthatiswrittenonthepage(titleof

book,author’sname).

Havestudentspreviewtherestofthebook,includingthetitlepage,photographsandcaptions,

andboxestitled“DoYouKnow?”Pointouttheglossaryandindexandexinthepurposeofeach.

Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedreading

strategypresentedinthissection.

IntroducetheVocabulary

Remindstudentsofthestrategiestheycanusetoworkoutwordstheydon’tknow.Forexample,theycanusewhattheyknowaboutlet ndsoundcorrespondencetofigureouttheword.Theycanlookforbasewordsandprefixesandsuffixes.Theycanusethecontexttoworkoutmeaningsofunfamiliarwords.

Modelhowtoapplyword-attackstrategies.Havestudentsfindtheboldworddiversityon

page5. lstudentsthattheycanlookatthelettersthewordbeginswithtosoundoutthefirstpartoftheword.lstudentstousewhattheyknowaboutsyllablesandvowels(onevowelsoundpersyllable)tosoundouttherestoftheword. lstudentstofirstlookforaclueto

theword’smeaninginthesentence.Ifthereisn’tone,thenextcetolookistheparagraph.Exinthatinsomebookstheywillnotfindacontextcluethatexpnsanunfamiliarword.Modelhowtheycanusetheglossary,oradictionary,tofindtheword’smeaning.Havestudentsfollowalongasyoureadthesentencethatconfirmsthemeaningoftheword.

Remindstudentsthattheyshouldcheckwhetherwordsmakesensebyrereadingthesentence.

Previewothervocabularysuchasdesignations,heritages,andsavannasbeudentsbeginreading.

SetthePurpose

Havestudentsthinkaboutwhattheyknowaboutnationalparksastheyreadthebook.

DuringReading

StudentReading

GuidetheReading:Havestudentsreadtoofpage11. lthemtounderlineanyimportantinformationaboutnationalparksingeneral,SerengetiNationalPark,andSantaRosaNationalPark.lthemtheyshouldgobackandrereadthepagesiftheyfinishbeforeeveryoneelse.

Whentheyhavefinishedreading,askstudentsto lwhattheyunderlined.Reinunfamiliarvocabularybyusingwordssuchasartifactsandsavannasinthediscussion.Modelmakingconnectionsusingpriorknowledge.

Think-aloud:Ireadthatsomenationalparksprotectartifacts.Afewyearsago,IvisitedCanyondeCy(deShay)NationalMonument.Isawcliffdwellings,orhousesmadeoutofadobemudbuiltintothesidesofmountains,andcookingpotsthattheAnasazitribeleftbehind.NooneknowswhytheAnasazidisappeared,butscientistshavestudiedtheirartifactstolearnaboutthem.(Tailorcommentstofit alexperience.)

Lesson n ) NationalParks

Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyknow

aboutnationalparksastheyread.

lthestudentstomakeasmallquestionmarkintheirbooksbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.

AfterReading

Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhow

theycanreadthesewordsusingdecodingstrategiesandcontextclues.

ReflectontheReadingStrategy

Havestudentscompletetheprior-knowledge-surveyworksheetandcomparewhattheyknewbeforetheyreadthebookwithwhattheyknowafterreadingit.

Discusshowmakingconnectionswiththingsinthetextthattheyknowsomethingaboutkeepsthemactivelyinvolvedinthereadingprocessandhelpsthemunderstandandrememberwhattheyhaveread.

TeachtheComprehensionSkill:Compareandcontrast

IntroduceandModel:Revieworexinthatonewayareadercanunderstandabookistothinkabouthowthethingsinthebookarealikeorhowtheyaredifferent.Exinthatcomparingfactsanddetailscanhelpthemunderstandandremembertheinformationtheyread.Showstudentstwoobjectssuchastwodifferentbooksortwodifferentpapers.lstudentshowonesetofobjectsisalike(botharebooks).Exinhowtheobjectsaredifferent(onebookisamathbook;theotherisanadventurestory—whateverisappropriate).Havestudents lhowtheothersetofobjectsisalikeandhowitisdifferent.

Directstudentstopage6inthebookandreadthelastparagraphwiththem.Askstudentswhen,where,andbywhomthefirstnationalparkintheUnitedStateswascreated.Havethemlwhatkindsofthingsarefoundinthepark.

Directstudentstopage17andreadtheinformationaboutSareksNationalParkwiththem.Ask

studentsto lwheretheparkislocatedandanyinterestinginformationaboutit.

AskstudentstolinwhatwayYellowstoneNationalParkandSareksNationalParkarealike(bothwerethefirsttobeestablished).Havestudents lhowtheparksaredifferent.

CheckforUnderstanding:HavestudentsreadthedescriptionofEvergladesNationalParkonpage16andTassiliN’AjjerNationalParkonpage17.Askthemto lhowtheparksarealike

(theonlylikenessisthatbotharenationalparks).Askthemtolthedifferences.Havestudents

pointoutthephrasesthatshowthedifferences.

Discussion:Showstudentsthelocationsofthenationalparkslistedinthebookonaworldmap.Discusstheneedtosetasidelandversuspeopleneedingcestolive.Ifappropriate,discussANWR(ArticNationalWildlifeRefuge)andthedecisionnottodrillforoilthere.Talkabouthowparksarefundedandwhooperatesthem.Havestudentslookatthedesignationslistedon

page7. lstudentstheycanfindhowthesearedifferentbylookingontheInternetor

researchingmaterialsinthelibrary.

IndependentPractice: lstudentstocompletethefactcomparisonworksheet.Discusstheirresponses.

ExtendtheDiscussion:Instructstudentstousetheinsidecoveroftheirbooktowriteashortparagraphaboutthenationalparktheywouldmostliketovisitandtoexinwhy.Havestudentssharetheirlistwiththegroup.

Lesson n )

BuildSkills

Gr randMechanics:Capitalizationofcesandpeople

NationalParks

Writethewordsnationalparksonthandaskstudentstofindthewordsinthesecondsentenceonpage5.Revieworexinthatbecausethewordsareusedascommonnounsinthissentenceanddonotlaboutaspecificnationalpark,theyarenotcapitalized.

WritethewordsYellowstoneNationalParkonthandaskstudentstofindthewordsinthesecondparagraphonpage6.Revieworexinthatpropernouns,ornounsthat lthenamesofpeopleorces,arealwayscapitalized.

Checkforunderstandingbyhavingstudentsturntopage8tofindthenameofthenationalpark

inAfricaandthenameofthepeoplethatlivethere.

IndependentPractics:Havestudentscirclethecapitalizednamesofpeopleandcesinthebook.lthemtowriteaPbesidethecapitalizednameofa andPLbesidethecapitalizednameoface.Discusstheirresponses.

WordWork:Contentwords

lstudentsthatmanyofthewordsinthebookareusedtolaboutnationalparks.Provideopportunitiesforstudentstotalkaboutdifficultwordssuchas tinctandpreservation.Provideopportunitiesforstudentstosaythenewvocabularywordsandusethewordsinsentences.

Givestudentsthewordsearchworksheet.

BuildFluency

IndependentReading

Allowthestudentstoreadtheirbooksindependentlyorwithapartner.Partnerscantaketurns

readingpartsofthebook.

HomeConnection

Givethestudentstheirbookstotakehometoreadwithparents,caregivers,siblings,orfriends.

ExtendtheReading

WritingConnection

Havepairsofstudentsselectanationalparktheyreadaboutinthebookandworktogethertocreateatravelbrochureforit.Provideadditionalresourcesforstudentswhowouldliketoincludemoreinformationthanispresentedinthebook.lthemtomaketheirtravelbrochuresattractiveinordertoencouragesomeonetakingatriptowanttovisittheirpark.Disyonabookrackf