教程分析成果r76 the super school bus system

TheSuperSchoolBus FocusWhatarethebenefitsofaschoolbusBookTextType:TheschoolbussystemisoneofthemostimportantandcomplexmasstransitsystemsintheUnitedStates.With26millionstudentsrelyingonschoolbusesdaily,theAmericanschoolbusfleethasmorethantwiceasmanyvehiclesasalltheothermasstransitsystemsinthecountrycombined.TheSuperSchoolBusSystemprovidesstudentswithacomprehensiveex ofthehistory,influence,andnecessityofthisremarkablesystemoftransportation.Thebook sobeusedtoteachstudentshowtodetermineanauthor’spurposeandtoeffectivelyaskandanswerquestions.ThebookandlessonarealsoavailableforlevelsUandLessonEssentialsAskandanswerquestionstounderstandtextDetermineauthor’spurposeDescribeinformationprovidedbygraphicsRecognizeanduseadverbsIdentifyandusecontentBook:TheSuperSchoolBus(copyforeachKWLS/askandanswerquestions,author’spurpose,adverbs,contentvocabularyDiscussioncardsBookquiz lingBoldfacevocabularywordsalsoappearinapre-madelessonforthistitleon WordstoStorycritical:discriminated(v.),rural(adj.),schooldistricts(n.),transportation(n.) ent:segregatedAcademicvocabulary:complex(adj.),important(adj.),option(n.),route(n.),support(v.),value(n.)

GuidingtheReadingBeforeWritethephrasemasstransitonth readitaloudwithstudents.Discusswithstudentsthemeaningofmasstransitandex inthatitisapeopleusingbuses,subways,ortrains.Havestudentsworkinsmallgroupstodiscusstheirexperienceswithmasstransportation.Takeapollofhowmanystudentsusedmasstransittogettoschool.Ex thattheschoolbussystemintheUnitedStatesisthelargestformofmasstransitinthecountry.CreateaKWLSchartonth .Introduceand intheKWLS/ask-and-answer-questionsworksheet.Revieworex inthattheKstandsforknowledgeweknow,theWstandsforinformationwewanttoknow,theLstandsforinformationwelearned,andtheSstandsforwhatwestillwanttoknowaboutthetopic.Asaclass,fillintheKsectionofthechartwithstudents’priorknowledgeabouttheschoolbussystem.Havestudentscompletethesamesectionontheirworksheet.GivestudentstheircopyofTheSuperSchoolBusSystem.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeShowstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authors’names).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)©Learning GuidingtheReading

TheSuperSchoolBus Havestudentsreadtofindoutmoreabouttheschoolbussystem.WritetheFocusQuestiononAskandanswer intostudentsthatengagedreaderspausetoaskandanswerquestionsaboutthetextinordertobetterunderstandandenjoywhattheyarereading.Invitestudentstoreviewthetableofcontentsonpage3andusethesectiontitlestodevelopquestionsabouttheschoolbussystem.HavethemaddanyadditionalquestionstotheWsectionoftheKWLS/ask-and-answer-questionsworksheet.RecordsharedquestionsontheclassKWLSchart.Author’spurpose intostudentsthatwhenauthorswriteaboutatopic,theyoftenexpresstheirattitudeandopinionaboutasubjectwhilesimultaneouslywritingtoinform,persuade,and/orentertainthereader.Remindstudentsthattoinformmeanstoprovideinformation,toentertainmeanstoamuse,andtopersuademeanstoconvince.Pointoutthatthereasonanauthorwritesabookiscalledtheauthor’spurpose.Ex inthatoftenanauthorwillhavemorethanonepurposeforwritingandthatdetailsandcluesinthebook,includinggraphicsandcaptions,willhelpthereaderunderstandthispurpose.Creaargesignswiththefollowinglabels:Inform,Persuade,Entertain,MoreThanOnePurpose.Hangonesignineachcorneroftheclassroom.Exintostudentsthatyouwillgiveabriefofabook,story,advertisement,newspaperarticle,andsoon.Uponhearingthedescription,studentswillquicklywalktothecorneroftheroomthattheybelieveexpressestheauthor’spurpose.Forexample,ifdescribinganewspaperarticleabouttheimportanceofrecycling,studentscouldarguethattheauthorhasmorethanonepurpose:toinformandpersuade.Oncestudentsarriveinacorneraftereachexample,invitethemtoturntoapartnertojustifytheirresponse.Discusseachexampleasaclassbeforecontinuing.Havestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage16. inthattheglossaryprovidesdefinitionsforthevocabularywordsinthebook.Pointouttheuseofeachcontentwordandacademicvocabularywordinthebook,andthenuseeachwordinadifferentmodelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeoneachposterthewordanditspartofspeech,thedefinition,thewordinanexamplesentence,andapictureillustratingthemeaningofthe

.Invitestudentstolookforevidenceinthebooktosupporttheiranswertothequestion.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinafuturediscussion.DuringText-DependentAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.Inwhatwaysdoesittakethousandsofpeopletokeeptheschoolbussystemupandrunning?(level1)page5Whyistheschoolbussystemsolarge?(level2)pages6and7Whydidschoolsstartusinghorse-drawnwagonstohelpstudentsgettoschool?(level1)page8Whatwastheeffectoftheschoolbusonendingsegregation?(level2)pages10andInwhatwaysareschoolbusessaferthanprivatevehicles?(level2)page12Howdoestheschoolbussystemhelptheenvironment?(level2)pages13and14Howhastheschoolbussystemhelpedprovideeducationforall?(level3)multiplepagesWhyistheAmericanschoolbussystemoneofthemostimportantandcomplexmasstransitsystemsinthecountry?(level3)multiplepagesTextFeatures:Havestudentsturntopage14.Pointoutthattheauthorsprovidedthisgraphictoexpandonandclarifythetext.Askavolunteertoex inwhatinformationtheauthorsareconveyingthroughthisgraphic.Havestudentsdiscussthefollowingquestionswiththeirpartner:Howdoesthisgraphichelpyoubetterunderstandthetext?Whatinformationisincludedinthegraphicthatisnotincludedinthetext?Whydidtheauthorsincludetheillustrationandcaptionwiththegraph?HavestudentssharetheirdiscussionswiththeSkillModelforstudentshowtoanswerquestionsontheKWLSchartusingdetailsfromthetext.HavestudentsdiscusswhattheylearnedabouttheAmericanschoolbussystemineachsectionofthebook.Astheyread,havestudentswritetheanswersAskstudentstosharewiththeclasswhattheyadded.InvitestudentstofillintheSsectionoftheworksheetwiththeinformationtheywouldstill©Learning GuidingtheReadingliketoknowabouttheschoolbussystem.Discusswithstudentswhatresourcestheycouldusetofindanswerstotheselingeringquestions.Reviewwithstudentsthatanauthorofanonfictionbookexpressesapurposeormultiplepurposesforhisorherwriting.Pointoutthatdetailsandcluesinthetexthelpthereaderdeterminetheauthor’spurposeorpurposes.Modelevaluatingdetailstodeterminetheauthor’spurpose.Think-aloud:AsIreadanonfictionbook,Ipauseoftentoconsiderthedetailsandcluesinthetextthathelpmedeterminetheauthor’spurposeorpurposes.Manyofthesectionsinthisbookpresentfactsabouttheschoolbussystem.Forexample,theauthorsaddresstherelationshipbetweentaxesandthefundingofthebussystem.Thesekindsoffactsrevealthatoneoftheauthors’purposesforwritingthisbookistoinformthereader.Inthesection“TaxestoTransportation,”theauthorsstatethattheschoolbussystemisoneofthemostimportantmasstransitsystemsinthecountry.BecauseIknowthatthisishowtheauthorsfeelaboutthebussystem,Iwilllookcloselyatthedetailsinthetexttodetermineiftheauthorsarealsotryingtopersuademetoagreewiththeirpointofview.Modelhowtocompletetheauthor’spurposeAfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.SkillGraphicOrganizer:Author’sReviewtheauthor’spurposeworksheetthatstudentscompleted.Havestudentssharetheirworkingroups.Invitevolunteerstosharewiththerestoftheclass.Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedtobeusedforextensionactivities.Havestudentscitespecificevidencefromthebooktoincludethefollowinginformation:Therearemanybenefitstotheschoolbussystem,includingmakingschoolaccessibletoallstudents,creatingasafewayforstudentstotraveltoandfromschool,andcuttingdownonpollutionbyre cingprivatevehicles.)Book • ling

TheSuperSchoolBus BookExtensionActivitiesBuild Writethefollowingsentenceonth :Sarahquicklyjumpedintoherseatontheschoolbus.Askstudentstoidentifytheverb(jumped).Thenhaveavolunteeridentifythewordthatmodifiesthewordjumped(quickly).Circlethewordquicklyand inthatitisanadverb.Ex inthatanadverbisawordthatdescribes,modifies,orgivesmoreinformationaboutaverb,oranactionword.Inthisexample,thewordquicklyisdescribingtheverbandex ininghowSarahjumped.Pointoutthatadverbsoften,butnotalways,endinthesuffix-ly.Pointoutthatadverbscanoftenbeconfusedwithadjectives.Ex inthatanadjectivedescribesanounorpronoun(a ce,orthing)whileanadverbdescribesaverb.Writethefollowingsentencesonth :Sarahcaughtthefastbus.Sarahranfasttocatchthebus.Circlethewordfastineachsentence.Invitestudentstoworkinsmallgroupstodiscusswhichsentencecontainsanadverbandwhichsentencecontainsanadjective.Checkforunderstanding:Invitestudentstorereadpage9,includingthetextbox,tocircletheadverbsandunderlinetheverbstheydescribeormodify.Reviewstudents’responsesasaclass.Independentpractice:Introduce,ex in,andhavestudentscompletetheadverbsworksheet.Iftimeallows,discusstheiranswers.Havestudentsturntopage10andlocatethewordsegregated.Pointoutthatthewordisinboldfaceprintbecausetheauthorsfeelthatitisimportantforthereadertounderstandthemeaningofthewordsegregated.HavestudentsdetermineiftheCheckforunderstanding:Writethefollowingwordsandphrasesonsmallslipsofpaper:discriminated,integration,masstransit,rural,schooldistricts,transportation,segregated,sparsely,SupremeCourt.Ex intostudentsthattheywillbe VocabularyCharades.Reviewthedefinitionofeachwordbeforebeginningthegame. cestudentsintogroupsofthreeorfour.Haveeachgroupchooseoneword.Inviteeachgrouptoactouttheirvocabularywordandallowtherestoftheclasstoguessatthecorrectanswer.Repeatthisprocesswiththeremainingwords.Independentpractice:Introduce,ex in,andhavestudentscompletethecontentvocabularyworksheet.Iftimeallows,discusstheirSeethebackofthebookforcross-curricularextensionideas.©Learning 文本类型：非小说类/信息类校车系统是最重要、最复杂的公共交通系统之一。每天有2600万学生依赖校车，校车车队的车辆数量是该国所有其他公共交通系统总和的两倍学生如何确定作者的目的并有效地提出和回答问题。本书和课程也适用于U级和X级。阅读前指导阅读构建背景将短语“masstransit”写在黑板上并与学生一起大声朗读。与学生讨让学生分成小组讨论他们使用公共交通的经验。有多少学生使用公共交通去学校。说明的KWLSKWLS/K的知识，W，L，S的信息。作为一个班级，用学生对校车系统的先验知识填写图表的K部分。让学生完成工作表上介绍这本书给学生一份《超级校车系统》。引导他们阅读封面和封底并阅读标题。让学生讨论他向学生展示扉页。讨论页面上的信息（书名、作者）预览第3页的 他们希望在书中读到什么内容。（接受学生可以证明的所有答案。）提出和回答问题向学生解释，吸引读者停下来询问和回答有关文本的问题，以便更好地理解和享受他们正在阅读的内容。请学生查看第3页 ，并使用各部分标题提出有关校车系统的问KWLS/WKWLS作者的目的向学生解释，当作者撰写某个时，他们通常