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 文本類型：非小說(shuō)類/信息類校車系統(tǒng)是最重要、最復(fù)雜的公共交通系統(tǒng)之一。每天有2600萬(wàn)學(xué)生依賴校車，校車車隊(duì)的車輛數(shù)量是該國(guó)所有其他公共交通系統(tǒng)總和的兩倍學(xué)生如何確定作者的目的并有效地提出和回答問(wèn)題。本書和課程也適用于U級(jí)和X級(jí)。閱讀前指導(dǎo)閱讀構(gòu)建背景將短語(yǔ)“masstransit”寫在黑板上并與學(xué)生一起大聲朗讀。與學(xué)生討讓學(xué)生分成小組討論他們使用公共交通的經(jīng)驗(yàn)。有多少學(xué)生使用公共交通去學(xué)校。說(shuō)明的KWLSKWLS/K的知識(shí)，W，L，S的信息。作為一個(gè)班級(jí)，用學(xué)生對(duì)校車系統(tǒng)的先驗(yàn)知識(shí)填寫圖表的K部分。讓學(xué)生完成工作表上介紹這本書給學(xué)生一份《超級(jí)校車系統(tǒng)》。引導(dǎo)他們閱讀封面和封底并閱讀標(biāo)題。讓學(xué)生討論他向?qū)W生展示扉頁(yè)。討論頁(yè)面上的信息（書名、作者）預(yù)覽第3頁(yè)的 他們希望在書中讀到什么內(nèi)容。（接受學(xué)生可以證明的所有答案。）提出和回答問(wèn)題向?qū)W生解釋，吸引讀者停下來(lái)詢問(wèn)和回答有關(guān)文本的問(wèn)題，以便更好地理解和享受他們正在閱讀的內(nèi)容。請(qǐng)學(xué)生查看第3頁(yè) ，并使用各部分標(biāo)題提出有關(guān)校車系統(tǒng)的問(wèn)KWLS/WKWLS作者的目的向?qū)W生解釋，當(dāng)作者撰寫某個(gè)時(shí)，他們通常