level aa點讀版2020教案lesson plan17 - the classroom_lp

1、LEVELLesson PlanThe ClassroomAbout the BookText Type: Nonfiction/Factual DescriptionBook SummaryPage Count: 10Word Count: 20The Classroom provides an overview of several familiar classroom objects. Photographs establish one-to-one correspondence and support readers who are learning to look at print.

2、About the LessonTargeted Reading Strategy Connect to prior knowledgeObjectivesUse the reading strategy of connecting to prior knowledge to understand text Classify informationDiscriminate initial /b/ sound Identify initial consonant BbRecognize and understand that nouns are naming words Recognize an

3、d write the high-frequency word theMaterialsGreen text indicates resources available on the websiteBookThe Classroom (copy for each student) Chalkboard or dry erase boardIndex cardsPicture cards, classify information, initial consonant Bb, nouns worksheetsIndicates an opportunity for students to mar

4、k in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary High-frequency word: the Content words:Story critical: backpack (n.), book (n.), classroom (n.), chair (n.), desk (n.), eraser (n.), paper

5、 (n.), pencil (n.)Before ReadingBuild BackgroundWrite the words the classroom on the board and point to each word as you read it aloud to students. Repeat the process and have students say the words aloud. Ask students to share what they think of when they hear the words the classroom. Discuss their

6、 Learning AZ All rights reserved.aaLEVELLesson Plan (continued)The ClassroomBook WalkIntroduce the Book Show students the front and back covers of the book and read the title with them. Ask what they think they might read about in a book called The Classroom. (Accept an

7、y answer students can justify.) Show students the title page. Discuss the information on the page (title of book, authors name).Introduce the Reading Strategy: Connect to prior knowledgeExplain that good readers think about what they already know about a topic as they read. Model connecting to prior

8、 knowledge using information found on the covers.Think-aloud: I see a teacher reading to her students on the front cover. I know this is somethingthat happens in my classroom. I also know that my classroom has books in it for students and teachers to read.Show students the title page. Encourage them

9、 to use their prior knowledge of a classroom to discuss the objects on the page. Ask open-ended questions to facilitate the discussion: What objects are on the page? Why are these objects in a book about a classroom? What are the objects used for?As students read, encourage them to use other reading

10、 strategies in addition to the targeted strategy presented in this section.Introduce the Comprehension Skill: Classify informationPlace the picture cards worksheet in a pocket chart or along the chalkboard ledge. Explain that sorting information into groups helps readers think about and remember wha

11、t they read.Model how to classify information.Think-aloud: As I thought about how to group these objects, I started by asking myself what they have in common. When I looked at the pictures, I noticed that the airplane and bike are both things people use for transportation. I will group these picture

12、s on the board under the heading Transportation.Ask students what other objects can be sorted into the group labeled Transportation. Have them explain why each object belongs in that group.Have volunteers suggest ways to sort the remaining pictures into groups and explain why each object belongs in

13、that group.Introduce the Vocabulary Show students the following objects: chair, desk, book, paper, pencil, eraser, and backpack. As students name objects, write the words on large index cards (pencil, desk, and so on). Encourage a student to write the initial sound of each word on the card. Have vol

14、unteers place each card on its corresponding object. When finished, have the class read the words aloud as you point to each word and object. Remind students to use the first letter and the pictures to figure out words when they read. For example, show the picture on page 4 and model pointing under

15、the d in desk. Say: I am going to look at the picture and think about what we use in the classroom that starts with /d/. Does desk make sense? Yes. The word is desk.Set the Purpose Have students read to find out about the objects used in the classroom. Remind them to think about what they know about

16、 things they use in the classroom as they read the Learning AZ All rights reserved.aaLEVELLesson Plan (continued)The ClassroomDuring ReadingStudent ReadingGuide the reading: Show students the book. Point out the words on the pages in the book. Explain that the words on the p

17、ages are read from left to right. Ask a student to come up and point to where students should start reading and which direction they go as they read.Give students their book. Turn to page 3. Point out the word the and have them point to it in their book and say it aloud. Explain that this word repea

18、ts throughout the book. Ask students what word comes after the. Remind them to use letter and picture clues to identify words.Have students read to the end of page 5, using their finger to point to each word as they read. Point to the numbers at the bottom of the page. Have students read to the end

19、of page 6.Invite students to share how they connected with what they already knew about a classroomas they read.Model connecting to prior knowledge.Think-aloud: I know that some of the things students use every day in the classroom are books, paper, chairs, and desks. When I looked at the pictures a

20、nd thought about what I know, reading the book was easier for me.Encourage students to continue connecting to what they already know about objects in a classroom as they read. Have students read the remainder of the book.Check for understanding: Check for student understanding of the strategy and th

21、e skill by asking questions such as: What do you know about a chair? How is a chair used? How is it used in this book? How would you group or classify the items you have read about?Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. Thes

22、e can be addressed in the discussion that follows.After Reading Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Have students share examples of how they

23、 connected with one of the classroom objects in the book. Think-aloud: When I read page 9, I thought about the backpack I use to carry my own schoolwork. I also thought about how a backpack makes carrying things to school and to my house easier. Connecting to something I know made reading that page

24、easy for me. It helped me think about all the objects in the classroom I use every day.Reflect on the Comprehension Skill Discussion: Ask students to close their eyes and picture four things they use in the classroom. Have them open their eyes and draw each item on an index card. Have a volunteer na

25、me his or her pictures and discuss how those classroom items might be sorted into groups. Invite students to generate other ways the items might be sorted. Independent practice: Introduce, explain, and have students complete the classify information worksheet.Extend the discussion: Invite students t

26、o discuss how the objects they use in the classroom are similar to or different from those in the book. Ask: If you were the author of The Classroom,what would you have included in the book? Have students use the frontide cover of theirbook to draw a picture of a classroom object they would have inc

27、luded in the book. Have them write the item below the picture using the high-frequency word: The .3 Learning AZ All rights reserved.aaLEVELLesson Plan (continued)The ClassroomBuild SkillsPhonological Awareness: Discriminate initial /b/ soundExplain that you are going to say a word

28、from the book. Say book and emphasize the initial /b/ sound.Choose a variety of classroom objects, such as crayons, tape, glue, bin, bell, desk, ball, andscissors. Group the objectsets of two: crayons, bell; tape, ball; glue, bin; and so on. Pointto each object one at a time and have a volunteer say

29、 the name of the object. Have volunteersidentify the word in each pair that begwith the same initial sound as in book.Check for understanding: Say the following words one at a time: clock, bus, duck, box, fan, hat,bee, soap, bat, top, bin. Have students show a thumbs-up sign for each word that beg t

30、he /b/ sound.withPhonics: Identify initial consonant BbWrite the word book on the board. Underline the initial consonant Bb. Ask students to think of other words that start like book. Write the word bus on the board. Have students say the word aloud with you. Ask a volunteer to identify the first so

31、und in the word. Write the letter Bb on the board. Explain that the letter Bb stands for the first sound they hear in the word bus.Explain that you are going to write some new words on the board. Choose decodable words that begin with the letter Bb, such as bat and bag. Have volunteers trace the ini

32、tial consonant in each word with their finger as they say the sound the letter makes.Check for understanding: Point out names of people or things in the classroom that begin with the letter Bb (for example, ball, bell, bin, boy, Bob). After each word is said, have a volunteer write the letter on the

33、 board that stands for the first sound. Have the remaining students trace the letter on their hand with their pointer finger.Independent practice: Introduce, explain, and have students complete the initial consonantBb worksheet.Grammar and Mechanics: Identify naming words (nouns)Show students pictur

34、es of a person, a place, and a thing. Write the headings person, place, and thing on the board. Explain that some words they read name a person, a place, or a thing. These words are called nouns. Ask volunteers to identify the pictures and decide which heading they go under.Have students turn to pag

35、e 9 in their book. Invite them to read the sentence together, pointing to the words. Ask them to point to the naming word in the sentence (backpack). Have a volunteer explain whether a backpack names a person, a place, or a thing. Write backpack under the heading thing.Check for understanding: Have

36、students identify people that could have been written into the book. Ask for examples of places and things found in a school. Have students explain whether the word is a person, a place, or a thing. Write each word under the appropriate headingon the board.Independent practice: Introduce, explain, a

37、nd have students complete the nouns worksheet.Vocabulary: High-frequency word the Explain that some words are in many of the books we read. Write the word the on the board and have students say the word aloud. Model fluent writing on the board or chart paper. Say: When I know how to write a word wel

38、l, I can write it big (write the using large but readable letters), I can write it small, I can write it here (one corner of the board) and there (another portion of the board). When I point to the words, I can read them easily. Lets read the words together (point to each word and have students repe

39、at them). Show students classroom objects of the same type (for example, pencils, books). Hold up and identify each object using the word the (the pencil, the book). Explain to students that the word the tells which object someone is Learning AZ All rights reserved.aa

40、LEVELLesson Plan (continued)The Classroom Check for understanding: Ask volunteers to point to and identify objects in the classroom using the word the (the flag, the door, and so on). Have students use individual dry erase boards or paper to write or draw the name of the object, preceding the name w

41、ith the word the. For students needing additional support, use magnetic letters to have them build the word, trace the word with their pointer finger, and then write the word.Build FluencyIndependent Reading Allow students to read their book independently. Additionally, partners can take turns readi

42、ng parts of the book to each other.Home Connection Give students their book to take home to read with parents, caregivers, siblings, or friends. Encourage students to sort objects in their home with someone at home.Extend the ReadingWriting and Art ConnectionHave students choose a place familiar to th