reading里面辅导材料raz lcgetin

AbouttheBookeveryoneiseagertogetintothepool,butwilleveryonefit?Writteninaquestionandanswerformat,GetInrevealswhocanandcannotfitinthewadingpool.

GetAbouttheTargetedReadingMake,revise,andconfirmUsethestrategyofmakinglogicalpredictionsbasedontextSequencestoryBlendonsetandrimeIdentifyinitialconsonantIdentifyandunderstandtheuseofquestionRecognizehigh-frequencywordshe,it,in,can,get,andGreentextindicatesresourcesavailableontheBook—GetIn(copyforeachChalkboardordrySequenceevents,initialconsonantGg,high-frequencywordsWordjournalDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninctivewhit paperandpencilifbooksarereused.)*Boldvocabularywordsalsoappearinapre-madelessonforthistitleon High-frequencywords:can,get,he,it,ContentwomanEnrient:cannotBuildAskstudentswhattheyliketo nthesummerwhenitgetsreallyhot.Askwhethertheyhaveawadingpoolintheirbackyard.Havestudentssharetheirexperienceswiththewadingpool.Havethemsharehowmanypeoplecanfitinawadingpool.nGetnGet)BookShowstudentsthefrontcoverillustrationonlyandreadthetitlewiththem.AskwhattheymightreadaboutinabookcalledGetIn.(Acceptanyanswersstudentscanjustify.)Askwhattheyseeinthepictureandremindthemoftheirdiscussionaboutthewadingpool.Askwhetherthiswadingpoollookslikeheyhaveseenbefore.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sillustrator’sExinthatgoodreadersmakepredictions,orguesses,aboutwhatwillhappeninaExinthatmakingpredictionscanhelppeoplemakedecisions,solveproblems,andlearnnewinformation.Emphasizethatmakingpredictionsismoreimportantthanwhetherthepredictionisright,orconfirmed.ModelmakingpredictionsbasedonthecoversandtitlepageoftheThink-aloud:IknowthatgoodreadersalwayslookatthecoverofabooktogetanideaofwhatisGetIn.Iwonderifsomethingorsomeonewillgetinthepool.IpredictthatIamgoingtoreadaboutpeoplegettinginthepool.IgetmoreinformationwhenIlookatthetitlepage;Iseeaboycomingintotheyard.Thismakesmethinkthatmypredictionaboutthebookiscorrect.MakingpredictionsaboutthebookgetsmethinkingaboutitandgivesmeapurposeforreadingitbecauseIwanttofindoutwhoelsegetsinthepool.InvitestudentstomakeapredictionbasedonthecoversandtitlepageoftheAsstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Asyoupreviewthebookwithstudents,modelthelanguagepatternsinthebook.Forexample,onpage3ask:Cantheboygetin?Yes,hecan,can’the?Asvocabularywordsarementioned,pointtothecorrespondingwordtohelpstudentsmakethepicture/wordconnection.Forexample,askstudentswhichwordonpage3saysboyandhowtheyknowthis(initialsound,pictureclue).EncouragestudentstoaddnewvocabularywordstotheirwordHavestudentsreadthebooktofindoutwhogetsinthepoolandwhatDuringGuidethereading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3.Readthewordtogether(Can).Pointtowheretobeginreadingoneachpage.Remindstudentstoreadwordsfromlefttoright.Pointtoeachwordasyoureaditaloudwhilestudentsfollowalongintheirownbook.Askstudentsto ceafingeronthepagenumberinthebottomcornerofthepage.Havethemreadto ofpage5,usingtheirfingertopointtoeachwordastheyread.encouragestudentswhofinishbeforeotherstorereadthetext.ModelmakingandconfirmingaThink-aloud:Ipredictedthatpeoplewouldgetintothepool.Thispredictioniscorrect.Iwonderwhowillgetintothepoolnext.Seamangotinlast,Ithinkawomanwillgetinnext.I’llhavetoreadtofindout.Havestudentssharethepredictiontheymadebeforereadingandthe eofthatprediction.Thenhavethemreviseormakeanewpredictionaboutwhatmighthappennextinthestory.HavestudentsreadtheremainderofthestorytofindoutiftheirpredictionisHavestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.ThesecanbeaddressedinthediscussionthatAfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.ReflectontheReadingAskstudentshowthestoryendedandwhethertheirpredictionswerecorrect.Reinhowmakingpredictionsaboutwhattheyarereadinghelpsthemgetmeaningfromthebookandhowitgivesthemareasontoreadandfindoutwhethertheirpredictionsarecorrect.Think-aloud:Ipredictedthatawomanwouldgetintothepoolnext,andshedid.Manypeopleandanimalsfitinthepool.DiscussadditionalstrategiesstudentsusedtogainmeaningfromtheTeachtheComprehensionSkill:SequenceDiscussion:Askstudentswhethertheyenjoyedthestory.Askwhethertheythinkthisstorycouldreallyhappen.Introduceandmodel: lstudentsthatastoryisaseriesofeventsthathappeninaparticularorder.First hinghappens,thensomethingelse,andsoon.Exinthattheorderinwhicheventshappeniscalledthesequence.Pointoutthesequenceinthisstory.Think-aloud:Inthisstory,differentpeopleandanimalsgotinthepoolinacertainorder.Thesequenceisimportanthere.Itwouldn’tbeasfunnyiftheelephantwantedtogetinthepoolfirst.Then,theboygotin.Next,thegirlgotin.Checkforunderstanding:Askstudentstolyouwhogotintothepoolnext.Havethemconfirmbycheckingthebook.Askwhogotinlast. tpractice:Introduce,exin,andhavestudentscompletethesequenceeventsworksheet.Iftimeallows,discusstheiranswers.Extendthediscussion:Instructstudentstousethelastpageoftheirbooktodrawapictureofananimalthatwasnotinthebookgettinginthepool.Askstudentstosharetheirpicturewiththegroup.BuildAskstudentstolistenasyousaytwopartsofawordandthenblendthemtogether:d-uck;duck.Saytheonsetandrimeagain,andhavestudentsblendthepartstogethertosaytheword. lstudentsthatyouaregoingtosaysomewordsbutyouaregoingtosaythembysplittingthemupintotheirbeginningpartandendingpart(onsetandrime).lstudentsyouwantthemtolistencarefullyandthenblendthetwopartstosaythewholeword.Saythefollowingwordsoneatatime:g-et,m-an,d-og,,c-an,g-irl,y-es,b-oy.Writethewordgetonth andhavestudentsreaditwithyou.Askwhatsoundisatthebeginningofthewordandwhatletterstandsforthatsound.Havestudentsfindthewordgetonpage4inthebookandputtheirfingerontheletterthatstandsforthe/g/sound.Askstudentstofindanotherwordonpage4thatbeginswiththe/g/soundWritethefollowingwordsonth:gum,gap,gill.Saythewordsaloudwithstudents.Havevolunteerscometothandpointtotheletterineachwordthatstandsforthe/g/sound.worksheet.Iftimeallows,discusstheirHavestudentsturntopage3.lthemthattherearetwokindsofsentencesonthepage.Exinthatonesentenceasksaquestion.Havethemputtheirfingeronthequestionmark.Readthesentencetogether. lstudentsthattheothersentencelsthemsomething.Havethemputtheirfingerontheperiod.Readthesentencetogether.AskstudentstoexinthedifferencweenhowtheyreadtheAskstudentstoorallysuggestquestionandstatementences.Writethesesentencesontheboard,leavingoff punctuation.Readeachsentencealoud.Havevolunteerscometotheboardandaddthepunctuationtothesentences.Checkforunderstanding:Havestudentscircleeachquestionmarkinthebookandunderlineeachperiod.WordWork:High-frequencywordshe,it,in,can,get,and lstudentsthattherearesomewordsthatareusedofteninbooks.Knowingthesewordsmakesreadingeasier.Writethewordgetonth andreadthewordaloud.Havestudentsreadthewordwithyou.Askstudentstowritethewordgetonthetopoftheirdeskwiththeirfingerasyouspellitaloudwiththem.Pointtoeachletteronthasyousaytheletternamewithstudents.Readthe tenceofpage3andhavestudentspointtothewordgetintheCheckforunderstanding:Havestudentswritethewordgetonaseparatesheetofpaperseveraltimes.Thenaskstudentstousethewordgetinanoralsentencewithapartner.Repeattheaboveprocedurewithhigh-frequencywordshe,it,in,can,and tpractice:Introduce,exin,andhavestudentscompletethehigh-frequencywordsBuildtAllowstudentstoreadtheirbooktly.Additionally,allo rtnerstotaketurnsreadingpartsofthebooktoeachother.HomeGivestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orWritingWritethefollowingpatternonth:Canthe getin?Writethewordsnoandyesonthaswell.Askstudentstodrawapictureofsomethingthatwantstogetinthepool.Havethemusethepatternandinventedspellingtowriteasentenceabouttheirpicture.Havethemuseyesornotowriteananswertothequestion.Havestudentsreadtheirquestionstothegroupandletthegroupanswer.HealthandSafetyTalkaboutsafetywhileswimming.Helpstudentspreparealistofthingstodoandnottodowhileswimming.SkillDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:UseasdiscussionstartersforlitureHavestuden