Unit 3 Story time优秀课堂实录

Guided Reading Lesson Plan

Text: Brown Bears, by Beverley Randell (Nelson Price Milburn Ltd)

Overview of the text:This text is a non-fiction story that focuses purely on brown bears. It explains facts in the areas of feeding and breeding habits and habitat locations. It also describes that bears can be very dangerous.

School: No.1 Gao’an Road Primary School

Teacher: Yolanda (Yuan Yun )

Date: Apr.27th.2018

Purpose: This lesson provides an opportunity for students to locate and understand key information about Brown Bears. Time Frame:

•1 lesson

• 10 minutes in duration

Other Materials:

• Individual copies of the text

• a chart containing the following specific vocabulary: stalks, chlorophyll, nutrients, deciduous, classification, transparent, coniferous, carbon dioxide

• sticky notes

Ontario Curriculum Expectations (Grade 3)

Students will:

Reading

• use conventions of written materials to help them understand and use the materials;

• distinguish between fact and fiction;

• use their knowledge of the organization and characteristics of different forms of writing as a guide before and during reading;

• use a variety of strategies to determine the meaning of unfamiliar words;

• understand frequently used specialized terms in different subject areas;

Assessment Opportunities:

The teacher observes and makes notes as follows:

• listens to each student’s responses to before-, during-, and after-reading questions and discussions, asking himself or herself:

–What is the student’s understanding of the purpose and features of text that sets out procedures, categorizes information, and defines words or phrases?

– How well could the student determine the meaning of the words investigate and experiment?

• records responses to questions asked directly of students (e.g., “How did features of the nonfiction text help you understand the text?”)

• notes any difficulties encountered by students as they read the text

• notes strategies used by students to decode unfamiliar words.

Reflections for Teachers and Students:

Students:

• How well did I understand the purpose and features of the text? ( title, heading, photo, labeled diagram, map, table of content, index)

• Did I understand all the new vocabulary?

Teacher:

• How well did students understand the concepts introduced?

• How well did each student from this group read? Was the text too difficult/easy for any of these students? What would be a good choice for the next text?

• What o ther text samples of nonfiction texts categories can be made available to students? Are there appropriate examples in the classroom collection?

• Should changes be made to group composition at this time?

Note: The teacher’s responses to these questions should be recorded with other assessment data for this group.

Procedure:

Before Reading

Before reading , I will use a pre reading plan to diagnose students’ prior knowledge and build necessary background knowledge about the topic “ Brown Bears”. I will introduce a key concept discussed in the reading assignment and ask students to brainstorm words and ideas related to the concept, and afterwards students quickwrite or quickdraw to reflect on the concept. With this pre reading preparation, students are better able to comprehend the reading assignment.

The steps using a pre reading plan are:

Introduce a key concept to students by using a word, phrase, object, or picture to initiate a discussion.

Have students brainstorm words about the topic and record their ideas on a chart. Teacher also helps students make

connections among the brainstormed ideas.

Present additional vocabulary and clarify any misconceptions.

Have students draw pictures and /or quick write about the topic using words from the brainstormed list.

Students share their quick writes with the class and teachers ask questions to help students clarify and elaborate their

quick writes.

Have students read assignment and relate what they are reading to what they learned before reading.

Strategy 1 : Fast Write

Directions: Look at the cover of your book. Read the title , back cover , and first page. Then start writing all of the ideas that come into your head. Don’t worry about sentences, spelling , or grammar, just keep writing until time is called. You can repeat words or write “ I don’t know “ until you get a fresh idea. Continue writing on the back if you run out of space.

Strategy 2: Picture Walk

Directions:

1.Read the title of your book and look at the cover.

2.Take a picture walk through the book.

3.Read the back cover.

4.Read the first page.

5.Write what you learned from your preview and make predictions and connections in the spaces below.

Preview

List 5 things you learned from the preview.

1._______________________________________________

2.______________________________________________

3.______________________________________________

4.______________________________________________

5.______________________________________________

Predict

Now , write a prediction : I think this book will be about____________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Because ___________________________________________________________________________________ __________________________________________________________________________________________

Connect

Connect what you think this book will be about to your own life.

___________________________________________________________________________________________ ___________________________________________________________________________________________

During Reading

While the reading, I will use some strategies to construct meaning and to monitor what the understand and what confuses them . These strategies will help students to interact with the text by predicting, questioning , retelling , drawing conclusions, making connections , and visualizing .

Strategy 1: Mind Map

Brown bears, and what they look like (P2.----P.4)

Directions:

1. Have students do Mind map according to the part “Brown bears, and what they look like” and based on this key

word ”appearance” or “Parts of the body.”

2. Have students learn the words of the body and follow the teacher.

Strategy: Mind Map

The origin of the name

Hair

Colors of fur

Ears

Eyes

Nose

Front paw

Back paw

Strategy 2: Jig –Saw-Reading(P.5---P.15)

Directions:

1. Have students work in pairs and read different scenes and encourage them work cooperatively to explore ideas.

2. Each pair reads different scenes and finishes “ Zoom in on details”.

3. Each pair shares their ideas with the class.

Pair 1: Brown bears need space

How bears catch fish

Pair2: Bears eat all day long

Bears in the winter

Pair3: Bear cubs

Brown bears can be dangerous.

Zoom in on Key Details

Directions:

1.Write the text’s subject on the subject line.

2.After you read, record key details about who , what , where, when, and why from the article.

After Reading

Directions: After reading, I will use the strategy to help students link new information to their life, making the reading meaningful and more enjoyable.

Strategy: Thinking Links

Directions:

1.Have students read the entire book again.

2.After reading, Write down what you learned and the connections you can make to the new information.