教案Lesson plan33 - Picking Apples_lp

Picking Applesaaaa 1 Learning AZ All rights reserved.www.readinga- Focus Question: What can you see when picking apples from trees? Book Summary Text Type: Nonfiction/Informational Many students love eating apples! But do they know where apples come from? Picking Apples shows students what they might see while apple picking, such as farmers and tractors. Detailed photographs and use of the high-frequency word the supports early emergent readers. This book can also be used to teach students how to connect to prior knowledge as well as to classify information to better understand text. Guiding the Reading Before Reading Build Background Place on the board a photograph of an apple. Ask students to discuss with a partner what they know about apples, including what they taste like and how they are grown. Invite volunteers to share their answers with the class. Ask students to think of a time they ate an apple. Have students draw a picture of that apple and write one word that describes how it tastes. Invite volunteers to share their pictures with the class. Hang these pictures up around the room. Introduce the Book Give students their copy of Picking Apples. Guide them to the front and back covers and read the title. Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of book it is (genre, text type, and so on) and what it might be about. Show students the title page. Discuss the information on the page (title of book, authors name). Introduce the Reading Strategy: Connect to prior knowledge Explain to students that effective readers make connections between what they already know and new information they read, which is called connecting to prior knowledge. Remind them that thinking about what they already know about the topic of a book will help them better understand what they read. Read the title of this story and ask students to look at the front and back covers. Invite volunteers to share what they already know about this story, on the basis of the title and cover pictures. Introduce the Comprehension Skill: Classify information Explain to students that one strategy effective readers use to understand information in a book is to group items that are alike. Deciding how to sort the information from the book into these groups is called classifying information. Lesson Essentials Instructional Focus Connect to prior knowledge to better understand text Classify information to understand text Describe details found in photographs in the text Discriminate initial consonant /p/ sound Identify initial consonant Pp Recognize and use nouns Identify and use the high-frequency word the Materials Book: Picking Apples (copy for each student) Classify information, initial consonant Pp, high-frequency word the worksheets Retelling rubric Vocabulary Boldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com. High-frequency words: the Words to Know Story critical: apples (n.), basket (n.), farmer (n.), friends (n.), ladder (n.), tractor (n.) Picking Applesaaaa 2 Learning AZ All rights reserved.www.readinga- Put students into small groups. Give each group pictures of a variety of fruits and vegetables. Have students work together to sort the food into two groups: fruits and vegetables. Once done, have students determine another way to sort the foods into two groups (by color, by size, by shape, and so on). Have groups share the new way they sorted the foods with the class. Vocabulary Have students turn to the “Words to Know” box on the copyright page. Point out that these words can be found in the story and that understanding the meaning of each word will help them better understand what they read. Read the words aloud to students and as a group, discuss the meaning of each word. On the basis of the definitions discussed, have students work in groups to illustrate each vocabulary word on a poster. Have students share their posters with the class. Set the Purpose Have students read to find out more about picking apples. Write the Focus Question on the board. Invite students to look for evidence in the book to support their answer. Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. These can be addressed in a future discussion. During Reading Text-Dependent Questions As students read the book, monitor their understanding with the following questions. Encourage students to support their answers by citing evidence from the book. How are the basket and the wagon alike? (level 2) pages 6 and 9 Why might you need a ladder when picking apples? (level 3) page 7 Which fruit is this book about? (level 1) page 10 Which season is it most likely in this book? (level 3) multiple pages Text Features: Photographs Explain that photographs help readers to know exactly what something looks like. Have students look at the photograph on page 4. Ask students: How does this photograph help you better understand exactly what a tractor looks like? Have you ever seen a tractor in person? How would your understanding of a tractor be different without the photograph? Have students review other photographs in the book and discuss in groups why these photographs are important. Invite volunteers to share their ideas with the class. Skill Review Model for students how you connect with prior knowledge as you read. Share personal experiences with apples, apple picking, or apple eating. Ask volunteers to share their personal connections with the class. Have students work together to periodically sort the items from this book into different groups. Model classifying information. Think-aloud: On page 4, I see a tractor. I know that a tractor is a motor vehicle with four large wheels that can be used for hauling things. I also know that I might see a tractor when apple picking because it is a piece of farm equipment. On page 9, I see a wagon. I know that a wagon has four wheels, just like a tractor. I also know that I might see a wagon while apple picking because it can be used to carry lots of apples. Therefore, I could group the tractor and wagon together into two different groups: things I might see apple picking and things with wheels. Model how to complete the classify information worksheet. Have students identify which objects they might see apple picking and paste them on the apple tree. 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. Skill Review Graphic Organizer: Classify information Review the classify information worksheet that students completed. Have students share their work in groups. Invite volunteers to share with the rest of the class. Discuss with students how classifying the information from the book helped them to better remember and understand what they read. Response to Focus Question Have students cite specific evidence from the book to answer the Focus Question. (Answers will vary. Samples: There are many things you could see when picking apples, such as farmers, tractors, and apple trees.) Comprehension Check Retelling rubric Guiding the Reading (cont.) Picking Applesaaaa 3 Learning AZ All rights reserved.www.readinga- Book Extension Activities Build Skills Phonological Awareness: Initial consonant /p/ sound Say the word pick aloud to students, emphasizing the initial /p/ sound. Have students say the word aloud and then say the /p/ sound. Have students practice saying the /p/ sound to a partner. Read the title aloud with students. Have students stand up when they hear a word that begins with the /p/ sound. Say the following word pairs, and have students identify the word in each pair that begins with the /p/ sound: penguin/bear, printer/keyboard, red/pink, box/pack. Check for understanding: Say the following words one at a time, and have students give the thumbs- up signal when they hear a word that begins with the /p/ sound: practice, patience, sorry, teacher, pretend, and parrot. Phonics: Initial consonant Pp Write the word pick on the board and read it aloud with students. Have students say the /p/ sound aloud. Then, run your finger under the letters in the word pick as students say the whole word aloud. Ask students to identify which letter represents the /p/ sound in the word pick. Have students practice writing the letter Pp on a separate piece of paper while saying the /p/ sound. Check for understanding: Write the following words on the board, leaving off the initial consonant: pop, pack, pin, and point. Say each word, one at a time, and have volunteers come to the board and add the initial Pp to each word. Independent practice: Introduce, explain, and have students complete the initial consonant Pp worksheet. If time allows, discuss their answers. Grammar and Mechanics: Nouns Explain to students that a noun is a word that names a person, place, or thing. Write the words person, place, and thing on the board, and draw a quick picture to illustrate each word. Provide students with pictures of nouns, cut out from magazines. Put students into small groups, and have each group separate the pictures of nouns into nouns that name people, nouns that name places, and nouns that name things. Call on groups to share how they sorted their nouns, and write the nouns under the correc