内容教程教案raz lcbusyatschool

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AbouttheBook

TextType:Nonfiction/Description PageCount:12 WordCount:48

BookSummary

Haveyoueverstoppedtothinkaboutallthethingsyoudoatschooleveryday?InBusyAtSchool,readerslearnaboutthemanythingsbusystudentsdoatschool.engagingphotossupportthetext.

BusyatSchool

AbouttheLesson

TargetedReadingStrategy

Connecttopriorknowledge

Objectives

Connecttopriorknowledgetounderstandtext

Compareandcontrast

Discriminateinitialconsonant/s/sounds

IdentifyinitialconsonantSs

Identifyperiods

Usehigh-frequencywordsa,are,at,the,they,to

Materials

Greentextindicatesresourcesavailableonthewebsite

Book—BusyatSchool(copyforeachstudent)

Chalkboardordryeras

Highlighters,scissors

Compareandcontrast,initialconsonantSs,high-frequencywordsworksheets

Discussioncards

Indicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninctivewhitorcompletedwithpaperandpencilifbooksarereused.)

Vocabulary

*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyA– .

High-frequencywords:a,are,at,the,they,to

Contentwords:

Storycritical:busy(adj.),game(n.),numbers(n.),picture(n.),snacks(n.),song(n.),

story(n.),toys(n.)

Enrient:children(n.),count(v.),school(n.),share(v.)

BeforeReading

BuildBackground

Askstudentstothinkaboutsomeofthethingstheydoatschooleveryday.Havestudentsshareexamples,suchasreadingstories,writinginjournals,yingatrecess,andsoon.

Rei tesomeoftheexamplesofwhatchildrendoatschool.(Busychildrenshareatschoolandthey yatrecess.)Modelusingthepronountheysincestudentswillreaditinthestory.

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BookWalk

IntroducetheBook

Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledBusyAtSchool.

Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,author’sname).

Havestudentslookthroughthepicturesinthebook.Discussandelicitsomeofthecontentwordsasstudentsmovethroughthebookwalk.Afterward,havethemnamesomeoftheactivitieschildrendoatschool.

IntroducetheReadingStrategy:Connecttopriorknowledge

Modelhowtoconnecttopriorknowledgeasyoupreviewthebook.

Think-aloud:Onthefrontcover,Iseeagirlwholookslikesheisatschool.AsIlookatthetitlepage,Iseeseveralchildrenwhoalsolookliketheyareatschool.Thismakesmethinkaboutallthedifferentthingsthatwenschoolthroughoutourdaytogether.

Invitestudentstosharehowtheyconnectedtopriorknowledgebasedonthecoverandtitlepagesofthebook.Askstudentstosharesomeoftheactivitiestheyparticipateinduringtheirschoolday.

Asstudentsread,invitethemtoconnecttheirdailyschoolactivitiestothoseinthetext.

IntroducetheComprehensionSkill:Compareandcontrast

exintostudentsthatonestrategytohelpthemunderstandthetextistomakecomparisonsastheyread.Drawacompareandcontrastvenndiagramonth.Recordaspectsoftwofamiliarobjectsintheclassroom(suchastwodifferentclocks,chairs,desks,etc.)tonotethesimilaritiesanddifferences.

Invitestudentstoconsider,astheyreadthetext,thewayinwhichtheirdayatschoolissimilartothechildreninthebookandthewaystheirdayisdifferent.

IntroducetheVocabulary

Asyoupreviewthebook,askstudentstotalkaboutthepicturesandusethevocabularytheywillencounterinthetext.

Reinnewvocabularybyincorporatingitintoadiscussionofthepictures.Forexample,onpage5,youmightsay(referringtobusychildren):Theypaintapicture.

exinorreviewthatstudentscanhelpthemselveswhentheycometoatrickywordbycheckingthepicturesandthinkingaboutthestory.Forexample,modelusingmeaningandvisualcuesonpage6.Say:Inoticethechildrenareying.I’mgoingtoreadthewordscarefullytoseeifitsaysthattheyyballortheyyagame.Havestudents lwhatlettertheywouldexpecttoseeineachexample(b-ball;g-game)andhavethemconfirmbylookingatthewordsonthepageasyoushowthem.Afterconfirming,say:AsIlookatthepicture,itmakessensetosayTheyyagame.Ireadthewordcarefully,soIknowitlooksright,too.

SetthePurpose

Havestudentsreadthestorytofindoutwhatthechildrendoatschool.

Remindstudentswhiletheyreadtochecktomakesuretheirreadingmakessense,soundsright,andlooksright.

DuringReading

StudentReading

Guidethereading:Givestudentstheirbooksandhavethemputastickynoteonpage7.lthemtoreadtoofthispage.Havestudentsrereadthepagesiftheyfinishbeforeeveryoneelse.

Whentheyhavefinishedreading,invitestudentstosharehowtheyconnectedpriorknowledgetohelpthemunderstandthetext.

Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.

AfterReading

Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.

Askstudentstoshareexamplesofconnectingtopriorknowledgewhiletheyreadthestory.exinhowthestrategyhelpedthem.

ReflectontheReadingStrategy

Think-aloud:AsIwasreading,IthoughtaboutwhenIwasyoungandwasinschool.IthoughtaboutallthedifferentactivitiesIdidwhenIwasinschoolandwhichthingsIlikedtodo.IremembermyfavoritestoriesthatmyteachersusedtoreadandIrememberyingwithmyfriends.ThesememorieshelpmetoconnectandrememberwhatIamreadingbecauseIcanconnecttomyownexperiencesasIamreading.

Askstudentstoexinhowthinkingabouttheirexperiencesinschoolhelpedthemtounderstandandremembertheeventsofthebook.

ReflectontheComprehensionSkill:Compareandcontrast

Discussion:Invitestudentstocomparetheirschooldaytothatofthechildreninthebook.Havethemexinhowtheirschoolactivitiesarethesameordifferent.

Checkforunderstanding:Askstudentstodescribesomeofthesimilaritiesanddifferencesintheirschoolactivitieswiththosementionedinthebook.

Independentpractice:Introduce,exin,andhavestudentscompletethecompare-and-contrastworksheet.

Extendthediscussion:Provideanopportunityforstudentstosharetheircharts.

BuildSkills

PhonologicalAwareness:Initialconsonant/s/sound

exintostudentsthatyouaregoingtosayagroupofthreewords.Twoofthesewordsstartwiththesamesound,butonewordstartswithadifferentsound.Askstudentstolistenand lwhichtwowordsstartwiththesamesound.Say:sing,song,game(emphasizeinitialsoundifnecessary).Whichtwosoundthesame?(sing,song).Repeatwiththefollowingwords:snacks,numbers,story.

exintostudentsthatthewordssing,song,snacks,andstoryallbeginwiththeinitialconsonant/s/sound.Askstudentsiftheycanthinkofotherwordsthatbeginwiththeinitialconsonant/s/sound.

Havestudentsiscriminatinginitialsoundsbyorallyidentifyingthetwowordsthathavetheinitialconsonant/s/sound.Usethefollowinggroupsofwords:fan,sink,sat;sun,pan,surf;nest,saddle,smart;saw,seal,ring.

Phonics:InitialconsonantSs

WritetheletterSsonth andaskstudentstosaythelettername. lstudentsthattheletterSscanstandforthesoundtheyhearatthebeginningofthewordschool.Askstudentstopointtothewordschoolonthecoverofthebook.Havestudentsceafingerontheletterthatrepresentsthe/s/sound.

Askstudentstocountthenumberoftimesthewordschoolappearsinthestory,includingthecoverandtitlepages.

Havestudentsturntopage7andaskthemtolocateawordthatbeginswithinitialconsonantSs.

ChallengestudentstofindotherwordsinthestorythatbeginwithinitialconsonantSs.

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Checkforunderstanding:AskstudentstobrainstormwordsthatbeginwithinitialconsonantSs.Writethewordsinalistonth.Haveindividualstudentscomeupandcircletheletterthatmakesthe/s/soundineachword.

Independentpractice:Introduce,exin,andhavestudentscompletetheinitialconsonantSs

worksheet.Iftimeallows,discusstheiranswers.

Gr randMechanics:Periods

Revieworexinthatwritersuseaperiod(fullstop)tomarkofasentence.Havestudentsturntopage3andreadthesentencetogether.Havethemholdtheirhandasa“stop”signal(likeatrafficofficer)whentheycometotheperiod.Usethesameprocessforpage4andotherpagesifneededforreinment.

Independentpractice:Havestudentsidentifytheperiodsinthebookbyhighlightingthem.Checktheirresponses.

WordWork:High-frequencywordsa,are,at,the,they,to

exintostudentsthatthestorycontainsmanywordsthatweuseofteninreadingandwriting,andthatitishelpfultobeabletorecognizeandreadthewordsquickly.

Say:IcanpracticethewordsinthebookbyyingagamecalledMyPile,YourPilewithapartner.First,mypartnertakesaturnshowingmeaflashcardword.IfIreadthewordquickly,

Iputitinmypile.Ifthewordistrickyforme,itgoesinmypartner’spile.Whenwe’redonewithallthecards,mypartnershowsmethewordsthatweretrickyagainsoIcantrytoaddthemtomypile.Thegoalisforeachstudenttotrytogetalloftheflashcardwordsintohisorherpile.

Independentpractice:Introduceandexinthehigh-frequency-wordsworksheet.HavestudentscutouttheirownwordsandpairwithanotherstudenttoyMyPile,YourPile.

BuildFluency

IndependentReading

Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.

HomeConnection

Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.

ExtendtheReading

WritingandArtConnection

Havestudentsdrawapictureofthemselvesbusyatschoolandwriteasentenceatthebottomaboutwhattheydoatscho