讲义课件参考raz lnrice

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AbouttheTextType:Nonfiction/How PageCount: BookMakingRiceisaninformationaltextaboutriceanditsimportancein.Thebookprovidesinstructionsonhowtoprepareandcookrice.Alsoincludedisadetailed,step-by-steprecipeforchicken-friedricethatthewholefamilycan

AbouttheTargetedReadingConnecttopriorConnecttopriorknowledgetounderstandnonfictionSequenceeventstogainIdentifyvoweldigraphsee,ea,andRecognizeandusepluralIdentifymultiple-meaningGreentextindicatesresourcesavailableontheBook—MakingRice(copyforeachChalkboardordrySequenceevents,pluralnouns,multiple-meaningwordsDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookonin ctivewhitorcompletedwithpaperandpencilifbooksare*Boldvocabularywordsalsoappearinapre-madelessonforthistitleon ContentEnrient:paddiesBeforeBuildAskstudentsifthey’veevercookedriceorfollowedarecipe.Discussthedifferenttypesofdishes.AskstudentsiftheyhaveanyfavoritericedishestheyliketoPreviewtheGivestudentsacopyofthebook,andhavethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthisisandwhatitmightbeabout.NMakingn)NMakingn)PAGE2©LearningPAGE2©Learnings. ModelmakingconnectionstopriorThink-aloud:ThepictureandtitleofthebookremindmeofatimewhenIhelpedmymothercookdinnerwhenIwasaboutthisboy’sage.IhadagreattimeandwasproudofthemealI’dhelpedcreate.BecauseIalreadyknowalittleaboutfollowingarecipe,I’mlookingforwardtolearningevenmoreaboutmakingrice.IcanlookthroughthepagesofthisbooktoseewhatkindsofthingsImightlearnasIread.Havestudentspreviewthepagesofthebook,lookingatphotosandpointingoutthedifferentrecipes.exintostudentsthatthisisaHow-Tobook(abookthatexinshowtodosomething)andthatitdoesnotcontainseparatesections,sothereisnotableofAfterreviewingtherecipes,modelusingarecipeasawaytomakeconnectionstopriorknowledge.Forexample,say:Thesecondrecipe,forchicken-friedrice,makesmethinkaboutwhatIalreadyknowaboutfood.Askstudentsiftheyknowanythingaboutpopulardishes.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Asstudentspreviewthebook,pointoutanyvocabularythatyoufeelmaybedifficultforRemindstudentsofthestrategiestheycanusetosoundoutwordstheydon’tknow.Forexample,theycanusewhattheyknowaboutlet ndsoundcorrespondencetofigureouttheword.Theycanlookforwordswithinwordsandprefixesandsuffixes.Theycanusethecontexttoworkoutthemeaningsofunfamiliarwords.Modelhowtoapplyword-attackstrategies.Directstudentstostep4onpage11.Pointtothewordabsorbs.Modelhowtousecontextcluestofigureoutthemeaningoftheunfamiliarword.exinthatthesentencesbeforetheworddescribehowtocombinethericeandwaterinthepan.Thesentencewiththeunfamiliarwordinitexinsthatthewaterwillboilandthericewillabsorbmostofthewater.Thesentencesafter lthatthericewill efluffy.exinthatthesecluesmakeyouthinkthatthewordabsorbmeanstosoakup.Havestudentsfollowalongasyourereadthesentenceonthepagetoconfirmthemeaningoftheword.Havestudentsthinkaboutwhattheyalreadyknowaboutmakingriceandfollowingarecipeastheyreadthebooktohelpthemunderstandwhatthey’rereading.DuringStudentGuidethereading:Havestudentsreadtopage10.lthemtounderlinethewordsandphrasesinthebookthatidentifytheimportantinformationaboutrice.Iftheyfinishbeforeeveryoneelse,theycangobackandreread.Whentheyhavefinishedreading,havestudentsltheinterestinginformationtheysoAskwhytheythinktheauthorpresentedthebookintheformatofsharingrecipes.Discusstheimportanceoffollowingthestepswhenmakingrice.ModelmakingconnectionsusingpriorThink-aloud:Iunderstandhowimportantitisfortheauthortoremindustoalwayswearovengloveswhenpickinguphotpots.IrememberwhenIaccidentallytouchedahotpotwithmybarehand.Igotburned,anditreallyhurt!Askstudentsifanyofthemhavebeenburnedwhileinthekitchenand,ifso,whattheyrememberaboutit.Askstudentsiftheyagreethatthereminderis lstudentstoreadtherestofthestory.Remindthemtothinkaboutwhattheyalreadyknowaboutmakingriceandfollowingrecipesastheyread. Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.AfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.ReflectontheReadingDiscusshowmakingconnectionswiththingsinthetextthattheyknowsomethingaboutkeepsthemactivelyinvolvedinthereadingprocessandhelpsthemunderstandandrememberwhattheyhaveread.TeachtheComprehensionSkill:SequenceDiscussion:Askstudentswhattheythinktheauthor’spurposewasforwritingthebookandwhattheylearnedaboutmakingricethattheydidn’talreadyknow.Introduceandmodel:Revieworexinthatrecipesarealwayswritteninaspecificorder,whichthereadermustfollowcarefullyforthefoodtoturnoutcorrectly.lstudentsthat,recipewritersoftenusesignalwordssuchasthen,first,andafterthat,toshowtimeorder.Sometimes(asinthisbook)theyusenumberedstepsforthereadertofollow.Directstudentstopage11.Say:Theauthoriininghowtomakerice.Recipesarewritteninsequentialorder.Thismeansthattheauthorexinswhatneedstohappenfirst,thenwhathappenssecond,andsoon.Discusstheorderofinstructionslistedonthispage.Forexample,thefirstthingtheauthorlsustosmeasuretwocupsofrice.Thenextthingistocethericeinastrainerandrinsewithcoldwater.Afterthat,thereaderistoldtocethecleanriceinthepanandaddthreecupsofwater.Thenextthingistocethepanonthestoveandbringthewatertoaboil.Finally,thereaderistocoverthepanandsimmerfor15Pointouttostudentsthatsometimestwoormoreinstructionsarecombinedinonenumberedstep.Forexample,insteptwo,theauthor lsthereadertocethericeinastrainerandtorinsethericewithcoldwater.Alsoexinthatsomestepsarenotwritten,butthattheauthorexpectsthereadertoinfer(oralreadyknow)whattheyshoulddo.Forexample,stepfourdoesn’tlthereadertoturntheburneron,buttheauthorexpectsthereadertoknowthisisinordertobringthewatertoaCheckforunderstanding:Askstudentstoturntopage16andrereadtheprocessofpreparingthe lstudentstoturntoaneighbortolthesequenceofeventsinvolvedintheandfinally.(Firstchoptheonions,nextcutthechicken,andsoon.)Independentpractice:Introduce,exin,andhavestudentscompletethesequenceeventsworksheet.Havestudentsusetheirbooktofindtheinformationtheyneedtofillintheflowchart.Discussstudents’answerswhenthey’refinished.Instructstudentstousetheinsidecoveroftheirbooktomakeasequentiallistofthestepsneededformakingrice,usingtime-orderwords.BuildWritethewordsweetonthandpointtothelettersee.exintostudentsthattheletterseandetogetherstandforthelong/e/vowelsoundtheyhearinthemiddleofthewordsweet.Exinthattheeelettercombinationisoneofthelettercombinationsthatstandforthelong/e/vowelsound.Theothercombinationsareeaandie.exintostudentsthatthesecombinationsofletterstogetherarecalledvoweldigraphs.NNPAGE4©LearningPAGE4©Learnings. Writethewordsdeedanddadonthandsaythemaloud.Askstudentswhichwordcontainsthesamevowelsoundasinsweet.Makesurestudentscandifferentiatebetweenthetwovowelsounds.Giveotherexamplesifnecessary.Askstudentstonameotherwordscontainingadigraphwiththelong/e/vowelsoundthesameasinsweet.Writeeachexampleonthandinvitevolunteerstocirclethevoweldigraphineachword.Havestudentsturntopage3.Instructthemtofindandcirclethewordmeal.Writethewordmealonth.Pointoutthelettercombinationthatstandsforthelong/e/vowelsoundandaskstudentstoblendtheletterseandatogethertomakethesamevowelsoundasinsweet.Pointoutthatthelong/e/vowelsoundcomesfromthedigraphinthemiddleofthisword.Next,runyourfingersunderthelettersasyoublendthethreesoundsinmeal:/m/ea/l/.Pointoutthateventhoughtherearefourletters,onlythreesoundsareblendedtogethertoformtheword.Thenhavestudentsblendthewordaloudwithyouasyourunyourfingerundertheletters.Repeattheblendingactivitywiththewordsbeach,seed,andfield.Takeonewordatatime,pointingoutthelettercombinationsthatstandforthelong/e/vowelsound.Whenstudentshaveblendedthewords,askvolunteerstocometothandcirclethevoweldigraphineachword.Haveastudentpointtoeachvoweldigraphastherestofthegroupsaysthesound.Checkforunderstanding:Havestudentsgothroughtherestofthebookandcirclethewordsthatcontainthevoweldigraphsee,ea,andie. Revieworex inthatoneruleforregularpluralendingsis:Whenawordendsin-y,itismadepluralbydrop the-yandadding-ies.Usethefollowingexamplefromthetext.Writethewordcountriesonth(page4).Askstudentswhatthesingularformofthewordis(country),andwritecountrynexttocountries.Checkforunderstanding:Havestudentsturntopage4tolookforanotherwordwiththe-iesending(paddies).Writepaddiesonth ,andaskstudentswhatthesingularformofthewordis(writepaddynexttopaddieson ).Pointoutthatthe-ywasdroppedand-ieswasIndependentpractice:Introduce,exin,andhavestudentscompletethepluralnounsIftimeallows,discusstheanswersaloudafterstudentscompleteExintostudentsthatmultiple-meaningwordsarewordsthathavemorethanoneDirectstudentstothewordsignonpage5.Askthemtoidentifythemeaningofthewordusedinthissentence(amotionorgesturebywhichthoughti pressed).Askthemtothinkofanothermeaningforthewordsign(postedcommand,warning,ordirection).Havestudentsturntopage7.Askthemtofindawordthathasmultiplemeanings(crushed).Askthemtoidentifythemeaningofthewordusedinthissentence(groundintosmallbits).Askthemtothinkofanothermeaningforthewordcrushed(verydisappointed).Checkforunderstanding:Reinbydirectingstudentstopage8andaskingthemtoidentifythedifferentmeaningsforthewordpick(apointedtoolforpoking,toprobeorscratch,togather).Independentpractice:Introduce,exin,andhavestudentscompletethemultiple-meaning-worksheet.Iftimeallows,discussanswersaloudafterstudentscompleteBuildIndependentAllowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnspartsofthebooktoeach HomeGivestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orExtendtheWritingHavestudentsbringinafavoriterecipefromhome.Havethemrewritetherecipe,usingthesameformatastherecipesinthestory.Afterwritingtherecipe,havethemwriteaparagraphexiningwhytheyliketherecipeandwhyothersshouldtryit.visitWritingA–ZforalessonandleveledmaterialsonproceduralSocialStudiesHavestudentsthinkaboutothercountriesandthetraditionalfoodspeopleeatinthoseces.Assigngroupstoresearchspecificcountriesandtheirtraditionalfoods,suchasMexico,Hungary,Italy,andsoon.Makeaclasschartormapshowingeachofthecountriesresearchedandthefoodsthatstudentslearnedabout.SkillDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:UseasdiscussionstartersforlitureHavestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasjournalDistributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurposeforreading.CutapartandusethecardsasgamecardswithaboardConductaclassdiscussionasareviewbeforethebookMonitorstudentstodetermineiftheyusethereadingstrategyofmakingconnectionstopriorknowledgetounderstandnonfictionidentifythesequenceofimportantidentifyandreadthecommonspellingpatternsforthelong/e/recognizeandusethepluralending-identifymultiple-meaningComprehensionBook ling关于本书文本类型：非小说/如何页数：18字数 《制作大米》是一本有关大米及其的重要性的信息书籍。这本书提供了如何准备和煮米饭的说明。还包括一份详细的、一步一步的鸡肉炒饭食谱，适合全家人一起。关于课程有针对性的阅读策略连接到先前的知识目标连接到先前的知识以理解非小说类文本对进行排序以获取理解识别元音二合字母ee、ea和ie识别和使用复数名词识别多重含义的单词材料绿色文本表示可用的资源《Book—MakingRice》（每位学生一份）黑板或干擦板顺序、复数名词、多义词工作表讨论卡为学生提供在书中标记的机会。（所有活动都可以通过在交互式白板上投影书籍来演示，或者如果重复使籍，则可以用纸和铅笔完VocabularyvocabularyA–锅（n.）丰富：稻田（n.）介绍阅读策略：连接到先验知识建立与先验知识的连接的模型。有声思考：这本书的和书名让起了我和这个男孩差不多大的时候帮做饭的经历。我度过了一段美好的时光，并为我帮助制作的饭菜感到自豪。因为我已经对遵循食谱有了一些了解，所以我期待着学习有关制作米让学生预览书的页面，查看并不同的食谱。向学生解释这是一本操作指南（一本解释如何 查看菜谱后，使用菜谱进行建模，作为与先验知识建立联系的式。例如，说：第二个食，鸡肉炒饭，让我思考我已经了解的关于菜的知识。询问学生是否了解流行的菜肴。介绍词汇当学生预习本书时，您认为对他们来说可能的任何词汇模拟如何应用文字策略。引导学生进行第11页的步骤4。指向“吸收”一词。模拟如何使用上下文线索来弄清楚不熟悉的单词的含释该词之前的句子描述了如何将锅中的米和水混合。阅读期间学生阅读指导阅读：让学生读到第10页。们在书中有关大米重要信息的单询问他们为什么认为作者以食谱的形式呈现这本书。讨论制作米饭时遵循以下步骤的重要性。么重要。我记得有一次我不徒手触碰了火锅。我被烫伤了，真的很痛！询问学生是否有人在厨教授理解技能：顺序讨论：询问学生他们认为作者写这本书的目的是什么，以及他们在制作大有时（如本书中），他们使用编号步骤供读者遵循。引导学生翻到第11页。说：作者正在解释下来是将米放入过滤器中并用冷水冲洗。之后，读者知将干净的米放入锅中并添加三杯水。接15向学生，有时两个或多个指令会合并在一个编号步骤中。例如，在第二步中，作者告诉读者将1616准备工作中所涉及的顺序。提醒他们使用时间顺序词语，例如首先、下一步、然后和最后。（先切洋葱，然后切鸡肉，依此类推。独立练习：介绍、解释并让学生完成序列工作表。让学生使本查找填写流程图所需的信o指导学生使的内封