說明成果綜合j57 the pirate substitute

ThePirate FocusWhatlessondoesJacklearnfromPirateChalkTextType:Manystudentslookforwardtoschooldayswhentheyhaveasubstituteteacher,butwhatwoulditbelikeiftheirsubstituteteacherwasapirate?ThePirateSubstituteisadelightfulbookaboutthelifelessonapiratesubstituteteachesashystudentinhisclass.Detailedillustrationsanduseofhigh-frequencywordssupportemergentreaders.Thisbookcsobeusedtoteachstudentshowtoreltheeventsofastoryaswellastoyzecharactersinordertobetterunderstandthetext.ThebookandlessonarealsoavailableforlevelsMandLessonReltheeventsofastorytounderstandtextyzecharactersfromatextUnderstandthepurposeoftheglossaryinatextDiscriminateinitialconsonant/th/IdentifyinitialconsonantthdigraphUnderstandanduseirregularverbsIdentifyanduseantonymsBook:ThePirate(copyforeachyzecharacter,consonantthdigraph,irregularverbsworksheetsBookquizRelingrubricBoldfacevocabularywordsalsoappearinapre-madelessonforthistitleon finally(adv.),remember(v.)

GuidingtheBefore?ceonthapictureofapirate.Havestudentssharewithapartneranythingtheyknowaboutpirates.Invitevolunteerstosharetheseideaswiththeclass.Askstudentswhattypeofjobwouldbebestforapirate,onthebasisoftheirpriorknowledge.Invitevolunteerstosharethesejobswiththeclass,andrecordthemonth.Havestudentschooseonejobtheythinkwouldbebestforapirate,andaskstudentstodrawapictureshowingapiratengthatjob.Then,havestudentswritewhytheythinkthatjobwouldbeperfectforapirate.Hangthesepicturesuparoundtheroom.GivestudentstheircopyofThePirateSubstitute.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeShowstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sname,illustrator’sname). Exintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnowandthenduringreadingtore lintheirmindwhatishappeninginthestory.Ex inthatwhensomeonerelssomething,heorsheexinsthedetailsofwhathappenedinthecorrectorder.Pointoutthatpeoplerelstoriesaspartoftheirdailylives,suchainingwhathappenedinschooltoastudentwhowasabsent.Askstudentstoshareotherexamplesofwhenpeoplemightgiveareling.?Learning GuidingtheReadingyzecharacterRevieworexinthatallstoriesaremadeofstoryelements,ludingcharacters,setting,andplot.Remindstudentsthatcharactersarethepeopleoranimalsrepresentedinthestory.Pointoutthatreaderscanlearnaboutcharactersbypayingattentiontothecharacters’words,thoughts,andactions.Havestudentslookatthecoverofthebookandmakeapredictionaboutthecharacters.Invitevolunteerstosharetheirpredictions.Havestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage16.Exinthattheglossaryprovidesdefinitionsforthevocabularywordsinthebook.Pointouttheuseofeachcontentwordandacademicvocabularywordinthebook,andthenuseeachwordinadifferentmodelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethem oneachposterthewordanditspartofspeech,thedefinition,thewordinanexamplesentence,andapictureillustratingthemeaningoftheHavestudentsreadtofindoutmoreaboutthelessonJacklearnedfromPirateChalkBeard.WritetheFocusQuestiononth.InvitestudentstolookforevidenceinthebooktosupporttheirHavestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinafuturediscussion.DuringText-DependentAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.WhatkindofstudentisJack?(level2)multiplepagesWhoisthesubstituteteacherforthe(level1)pageWhydidPirateChalkBeardlikeJack’s(level2)pages8andWhatwasinPirateChalkBeard’streasure(level1)pageWhydidPirateChalkBeardtakeaspecialinterestinJack?(level3)multiplepages

ThePirate HowdidJackchangebyofthe(level2)multipleTextFeatures:Exinthataglossaryisatextfeaturethathelpsreadersdefinewordsthatareinabook.Havestudentsturntopage3andlocatetheboldfacewordsubstitute.Havestudentsworkwithapartnertocreateadefinitionforthisword.Invitevolunteerstosharetheirdefinitionwiththeclass.Then,havestudentsturntotheglossarytocomparetheirdefinitionwiththedefinitionlistedintheglossary.Repeatwithmultipleboldfacewords.Askstudentstosharewithapartnerwhytheglossaryisahelpfultoolwhenreadingunknownwordsinastory.Modelrelingtheeventsofthestoryusingtheillustrationsasaguide.Remindstudentsthata eventsofastoryinthecorrectorder.Askstudentstorelthebeginningofthisstorytoapartner.Discusswithstudentsthatoneofthe inthisstoryisJack.WriteJack’snameonandcircleit.Then,drawawebextendingoutfromJack’sname.AskstudentstothinkaboutJack’swords,thoughts,andactionssofarinthestory.ModelyzingThink-aloud:Iknowthatoneofthema inthisstoryisJack.Jackisaquiet .Iknowthisbecausehedoesn’ttalkmuchinthebeginningofthestory.IalsoknowJacklikestodrawpicturesbecausehedrewapictureofPirateChalkBeardfightingagroupofskeletonsthatwasverygood!IthinkJackisshy,onthebasisofwhatI’vereadabouthiswords,thoughts,andactionssofarinthestory.Inoneofthecircle onth,writeadetailfromthethink-aloudaboutJack’scharacter.Modelhowtocompletetheyzecharacterworksheet,usingevidencefromthetexttoyzeJackandPirateChalkBeard.AfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Graphic yzeReviewtheyzecharacterworksheetthatstudentscompleted.Havestudentssharetheirworkingroups.Invitevolunteerstosharetheiranswerswiththerestoftheclass.Askstudentstosharehowyzingthecharactersfromthestoryhelpedthemtobetterunderstandthestory.?Learning GuidingtheReadingHavestudentscitespecificevidencefromthebooktoanswertheFocusQuestion.(AnswerswillvarybutshouldludethatJacklearnsit’sokaytobeshyandquietandtheonlythingthatmattersisthesizeofhisheart.)Book ?RelingBookExtensionSaythewordthumpaloudtostudents,emphasizingtheinitial/th/sound.Havestudentssaythewordaloudandthensaythe/th/sound.Readpages3and4aloudwithstudents.Havestudentsstandupeachtimetheyhearawordthatbeginswiththe/th/sound.Havestudentsworkwithapartnertocomeupwithalistofwordsthatbeginwiththe/th/sound.Invitevolunteerstoshareawordwiththerestoftheclass,andhaveotherstudentsgiveathumbs-upsignaliftheyagreethatthewordbeginswiththe/th/Checkforunderstanding:Saythefollowingwordsoneatatime,andhavestudentsclapwhentheyhearawordthatbeginswiththe/th/sound:stop,thought,thick,brought,this.Writethewordthumponthandsayitaloudwithstudents.Havestudentssaythe/th/soundaloud.Then,runyourfingerunderthelettersinthewordthumpasstudentssaythewholewordaloud.Askstudentstoidentifywhichlettersrepresentthe/th/soundinthewordthump.Havestudentspracticewritingthethlettercombinationonaseparatepieceofpaperwhilesayingthe/th/sound.thatbeginwiththe/th/soundonth,leavingofftheinitialdigraph:that,thumb,those,they.Sayeachword,oneatatime,andhavevolunteerscometothandaddtheinitialthdigraphtoeachword.Havestudentspracticeblendingthesoundstogethertosayeachword.

ThePirate studentscompletetheconsonant-th-digraphworksheet.Iftimeallows,discusstheiranswers. Revieworexintostudentsthataverbisawordthatshowsaction.Reviewwithstudentsthatadding-edtoofmostverbschangestheverbtoshowthattheactionhappenedinthepast.Giveseveralexamplesofregularpast-tenseverbsandwritethemonth.Havestudentsturntopage6andreadthefirstsentenceonthepage.Askstudentstoidentifytheverbinthesentence(taught).Exinthatthisisanirregularpast-tenseverb.Askstudentstonamethepresent-tenseformoftaught(teach).Askstudentswhetheradding-edtothewordteachwouldmakethecorrectpast-tenseverb(no).Putstudentsintosmallgroups.Giveeachgroupthefollowingsixpresent-tenseverbs:buy,do,drink,run,sing,eat.Havestudentsworktogethertocomeupwiththeirregularpast-tenseformofeachoftheseverbs.Invitevolunteerstosharetheiranswerswiththeclass.Checkforunderstanding:Writethefollowingfivepresent-tenseverbsonth:fall,feel,find,lose,keep.Havestudentswritetheirregularpast-tenseformofeachverbonaseparatepieceofpaper.Havestudentssharetheiranswerswithapartner. tpractice:Introduce,exin,andhavestudentscompletetheirregularverbsworksheet.Iftimeallows,discusstheiranswers.Revieworexinthatawordthatmeanstheoppositeofanotherwordiscalledanantonym.Writethefollowingsentenceonth:Jackwasveryshy.Guidestudentsinbrainstormingtoproduceanantonymforthewordshy(outgoing).Putstudentsintosmallgroups,andgiveeachgroupthefollowingthreewords:sharp,early,andbright.Havestudentsworktogethertocomeupwithantonymsforeac