课件案例讲稿k03 strange plants

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TextType: PageCount: BookStrangentsisaninformativelookatunusualntsthatexistintheworld.Thisbookincludesphotographsofthesestrangentsanddescriptionsoftheirunusualqualities.ReaderswillbefascinatedastheylearnaboutcarnivorousntsandotheramazingmembersofthentAbouttheTargetedReadingSummarizewhilereadingnonfictionIdentifymainideasandIdentifyinitialconsonantstr-IdentifyanduseIdentifycompoundGreentextindicatesresourcesavailableontheBook—Strangents(copyforeachChalkboardordryMainideaanddetails,initialconsonantstr-blends,adjectivesDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookonin ctivewhitorcompletedwithpaperandpencilifbooksarereused.)*Boldvocabularywordsalsoappearinapre-madelessonforthistitleon ContentBeforeBuildAskstudentsaboutinterestingntstheyhaveseen.Askthemwherethentsgrewandwhattheylookedlike.Askstudents:Wheredoyouusuallyseents?Whatarethemainpartsofant?Whatarethenamesofsomeofthentsyouknow?Doyouknowofanystrangents?Whatmakesthesentsstrange?PreviewtheGivestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.encouragethemtoofferideasastowhattypeofbookitisandwhatitmightbeabout.(Acceptanyanswersstudentscanjustify.)KKPAGE2©LearningPAGE2©Learnings. Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sExintostudentsthatonewaytounderstandandrememberinformationinabookistosummarizeintheirmindthemostimportantinformationinasection.exintothemthatwhentheysummarize,theydonotwantto leverythinginthebook,justtheimportantinformation.Theymustdecidewhichinformationismostimportant.ModelhowtoThink-aloud:AsIreadthisbook,IamgoingtolookatthepicturesandthinkaboutwhatIhaveread.Iwillstopeveryfe gestosummarizeinmymindthemostimportantinformation.Iwillsummarizetheinformationonpages6through8bysayingtomyselfthattherearentsthateatmeat.IwilladdtheexampleoftheVenusflytrap,whichtrapscreaturesinitsleaves.IwillcontinuereadingandstoptosummarizeinmymindasIreadtherestofthebook.ThisstrategywillhelpmerememberthemostimportantinformationasIread.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothestrategypresentedinthisAsyoupreviewthebook,usethevocabularywordsstudentswillencounterinthetextasasReinnewvocabularybyincorporatingitintothediscussionofthephotos.Forexample,onpage5,youmightsay:Somentshavetheirrootsabovetheground,notburiedinthedirt.Inthephoto,Icanseetherootshangingfromthetreebranches.Allntsneedwater,andtheygetitfromsoilthroughtheirroots.Thentsinthephotogetthemoisturetheyneedfromthe lstudentsthatonewaytoreadanewwordandunderstanditsmeaningistoreviewthesentencesaroundit.Onpage8,say:Ihavebeenreadingaboutmeat-eatingnts,soIcanguessthattheworddigestshassomethingtodowitheating.Iknowthatanotherwordthatmeanstoeatisdigest.Doesdigestsmakesensehere?Yes,itdoes.Remindstudentstorereadthesentencethatcontainsadifficultwordtomakesurethesentencemakessense.Continuebyhavingstudentsrepeatthelanguageyouused.RepeatingthebooklanguagesupportstudentswhentheyencounterdifficultpartsoftheHavestudentsreadthebooktofindoutwhatkindsofstrangentsliveinourworldwhatmakesthemunusualordifferentfromregularnts.RemindthemtousetheofsummarizingtohelpthemrememberimportantinformationinthebookaboutstrangeDuringStudentGuidethereading:Havestudentsreadtoofpage5.encouragethosewhofinishbeforeotherstorereadthesection.Remindstudentstosummarizetheimportantinformationintheirmindastheyreadthroughthesection.Whenstudentsfinishreading,ask:Whatdidyoulearnaboutthestrangentsonpage5?Howaretheydifferentfromothernts?ModelsummarizingimportantThink-aloud:AsIread,IwasthinkingaboutwhatIwasreading,andIsummarizedtheimportantinformationinmymind.WhenIgottopage5,Ithoughtaboutotherntsandhowtheygrow.Forexample,Iknowthatntshaverootsintheground,whichtheyusetotakeinwater.ThentsIreadaboutonpage5liveontreebranchesandtakewaterfromtheair.IwasabletorememberthisimportantinformationandcompareittowhatIalreadyknowaboutnts.IreadandsummarizedinmymindasIwas HavestudentssharehowtheysummarizedinformationastheyHavestudentsreadtheremainderofthebook.EncouragethemtostopandsummarizeimportantinformationintheirmindastheyreadthroughthedifferentsectionsoftheHavestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.AfterAskstudentswhichwordstheymarkedintheirbook.UsethisopportunitytomodelhowcanreadthesewordsusingdecodingstrategiesandcontextReflectontheReadingHavestudentsshareimportantinformationtheysummarizedwhilereading.Reinhowusingwhattheyalreadyknow,askingquestions,andsummarizinginformationintheirmindastheyreadhelpsthemtomakemeaningfromtext.exinhowitkeepsthemactivelyinvolvedinthereadingprocessandhelpsthemunderstandandrememberwhattheyhaveread.Discussion:Reviewwithstudentsinterestinginformationtheylearnedwhilereadingthebook.Discussanydetailstheylearnedaboutstrangentsandhowtheylive.Introduceandmodel:exintostudentsthateverybookhasamain,orbigidea,whichisthemostimportantthingthebookisabout.Themainideainthisbookis:Therearestrangents.Thedetailsgiveimportantinformationaboutthemainidea.Pointoutthatsometimestheamountofinformationaboutatopicissolargethattheinformationisgroupedintosections,andeachsectionhasitsownmainidea.Maketwocolumnsonth.WritetheheadingMainIdeaaboveonecolumnandDetailsabovetheothercolumn.ModelfindingthemainideaanddetailsonpageThink-aloud:Themainideaisthemostimportantideainthesection.Inthisbook,eachsectionlsusawaythatsomentsarestrangeanddifferentfromothernts.Thedetailsgiveexamplesofntsthatsharetheunusualcharacteristicdescribedinthemainidea.OnpageIreadthemainideathatsomentshaveanimalslivinginsidethem.Theinformationabouttheantntandhowantsusethedifferentspacesinthentarethedetails.Forexample,theantsusesomespacesinthenttoraisetheiryoung.Havestudentsreadpages6through8.Exinthatwhentheyarelookingforthemainidea,theycanusuallyfinditinthefirst tence.Say:Afterreadingpages6through8,Ithinkthatthemainideaisthatsome ntseatmeat.Thedetailsaretheotherpiecesofinformationthatareimportanttoknowabout ntsthateatmeat.Let’swritethemainideainthecolumntitledMainIdea.Whataresomeoftheimportantdetailsweknowaboutmeat-eatingnts?Checkforunderstanding:Havestudentssharetheimportantdetailstheyfoundaboutmeat-eatingnts.WritetheminthecolumntitledDetails.Discusstheimportanceofwritingonlythemostimportantdetails.worksheet.Iftimeallows,discusstheirBuildPhonics:Initialconsonantstr-WritethewordstrangeonthandsayitaloudwithHavestudentssaythe/str/soundaloud.Thenrunyourfingerunderthelettersintheasstudentssaythewholewordaloud.Askstudentswhichthreelettersstandforthe/str/soundatthebeginningofthewordstrange. Circlethestrblend.exintostudentsthatthesoundsoftheletterss,t,andrtogetherstandforthe/str/soundatthebeginningofthewordstrange.Havestudentspracticewritingthestrblendonaseparatepieceofpaperastheysaythesoundstheblendrepresents.Checkforunderstanding:Writethefollowingwordsthatbeginwiththe/str/soundonth,leavingofftheinitialstrblend:strap,strum,strand.Havestudentscompleteandwriteeachwordonaseparatepieceofpaper.Thenhavestudentsreadeachwordaloudtoapartner.Independentpractice:Introduce,exin,andhavestudentscompletetheinitialconsonantblendsworksheet.Iftimeallows,discusstheir Writethefollowingsentenceonth:Ithasstickyhairsonitssurface.Askstudentsto thewordthatdescribesthesurfaceofthent(sticky).exintothemthatstickydescribeshowthesurfaceofthentwouldfeelifstudentstouchedit.Revieworexintostudentsthatawordthatdescribesanounisanadjective.Remindthemthatadjectivesdescribepeople,ces,orthings.Askstudentstonamethenouninthesentence(surface).Havestudentsreadpage10tofindtwoadjectives(bad,rotting)andthenounstheydescribe(smells,meat).Askthemtosuggestalternativeadjectivesforthesamenouns(delicioussmells,tastymeat)andalternativenounsforthesameadjectives(badman,rottingsandwich).Checkforunderstanding:Havestudentsnamefivenouns.Writethelistofnounsonth.Havethemwriteanadjectiveforeachnounonaseparatepieceofpaper.Invitestudentstosharetheirlistofadjectives.Writetheadjectivesforeachwordnexttothenoun.Iftimeallows,discusstheirWritethewordflytraponth.Revieworexintostudentsthatwhentwoshortwordsarecombinedtoformanewwordwithanewmeaning,thenewwordiscalledacompoundword.Havestudentsturntopage6inthebook.Readthefollowingsentence:Onewell-knownmeat-eatingntistheVenusflytrap.Havestudentsputtheirfingeronthewordflytrap.exinthatthedefinitionsofthetwoseparatewordscanhelpstudentsfigureoutthemeaningofthebiggerword(atrapforflies).Havestudentssharesomewordsthattheyalreadyknowarecompoundwords.Writethesewordsonth.Havestudentssearchthetextandfindthecompoundwordsinthebook.Writethesewordsonthanddiscusstheirmeanings(into,sundew,daytime,nighttime,underground).BuildIndependentAllowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnspartsofthebooktoeachHomeGivestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orExtendtheWritingandArtHavestudentsinventandwriteaboutanimaginarystrangent.eachstudentshould lthefactsabouttheirstrange nt.Havethemlwhereitlives,whatiteats,howitgetswater,andsoon.Havestudent inwhatmakestheirntdifferentfromregularnts.Havestudentsdraw ntsandsharetheirillustrationswiththeclass.visitWritingA–Zforalessonandleveledmaterialsoninformationalreport ScienceHavegroupsofstudentsresearchotherstrangeorunusual ntsfromaroundtheworld.Theycanclassifythembycomparingthentstheyresearchtothe ntsinthebook.Havethemexinhowtheyarealikeandhowtheyaredifferent.SkillDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersfor tureHavestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasajournalentry.DistributebeforereadingthebookandhavestudentsuseoneofthequestionsasaforCutapartandusethecardsasgamecardswithaboardConductaclassdiscussionasareviewbeforethebookMonitorstudentstodetermineiftheyconsistentlyusethestrategyofsummarizingtounderstandandrememberinformationalcorrectlyidentifythemainideaandsupportingdetailsinthetextduringdiscussiononacorrectlyidentifyinitialconsonantstr-blendsinwordsduringdiscussionandonacorrectlyidentifyadjectivesduringdiscussionandona yidentifycompoundwordsandtheirComprehensionBook ling关于本书文本类型：非小说类/信息类页数：16字数本书《奇怪的植物》对世界上存在的不寻常植物进行了翔实的介绍。这本书包括这些奇怪植物的以及对其不寻常品质的描述。当读者了解食虫植物和植物王国的其他令人惊奇的成员时，他关于课程有针对性的阅读策略总结目标在阅读非小说类文本时进行总结识别主要思想和细节识别声母str混合识别和使用形容词识别复合词材料绿色文本表示上提供的资源书—o（所有活动都可以通过在交互式白板上投影书籍来演示，或者如果重复使籍，则可以用纸Vocabulary粗体词汇单词也出现在 上针对此标题的预制课程中(n.)(n.)(v.)(n.)(n.)、。问学生：你通常在哪里看到植物？植物的主要部分是什么？您知道的一些植物的名称是什么？还知道哪些奇怪的植物吗？是什么让这些植物变得奇怪？预览本书介绍本书法。（接受学生可以证明的任何答案。）向学生展示扉页。讨论页面上的信息（书名、作者）介绍阅读策略：总结向学生解释理解和记住书中信息的 法是在他们的脑海中总结某一部分中最重要的信息。向他们解释，当他们总结时，他们不想讲述 所有内容，而只想讲述重要信息。示范如何总结。出声思考：当我读这本书时，我会看着并思考我所读到的内容。我会每隔几就停下来，在脑海中总结出最重要的信息。我将总结第6页至第8页的信息，对自己说，有些物是吃肉的。我将添加捕蝇草的例子，它用叶子捕获生物。当我阅读本书的其余部分时我将继续阅读并停下来在脑海中进行总结。这个策略将帮助我记住阅读时最重要的信息。介绍词汇在预习本书时，尽可能多地使用学生在课文中遇到的词汇。通过将新词汇纳入讨论中来强化新词汇。例如，在第5页，您可能会说：有些植物的根高地面，而不是埋在泥土中。在中，我可以看到树根挂在树枝上。所有植物都需要水，它们通过根部从土壤中获取水。中的植物从空气中获取所需的水分。告诉学生阅读新单词并理解其含义的法是复习它周围的句子。在第8页，说：我一直在阅在这里有意义吗？是的，它确实。提醒学生重读包含单词的句子，以确保该句子有意。继续让学生重复您使用的语言。当学生遇到课文的部分时，重复语言将为他们提供支持o与普通植物的不同之处。提醒他们使用总结策略来帮助他们记住书中有关奇怪植物的重要信息阅读期间学生阅读指导阅读：让学生读到第5页的末尾。鼓励那些先于其他人读完的学生重读部分。提醒学生在阅读本节时在脑海中总结重要信息。当学生读完后，问：关于第5页的奇怪植物，你学到了什么？它们与其他植物有何不同？模型总结