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DifferentKindsofTextType: PageCount: BookSharksarepowerfulanimalsthatcomeinmanyshapesfascinationwiththeseseaanimalstoteachsimpleinformationaboutthedifferencesamongvarioussharkspecies.Strikingphotographssupportthetext.AbouttheTargetedReadingConnecttopriorUsethereadingstrategyofconnectingtopriorknowledgetounderstandIdentifymainideaandDiscriminateinitialandfinalconsonant/s/IdentifyinitialandfinalconsonantCapitalizethebeginningofUnderstandandchooseGreentextindicatesresourcesavailableontheBook—DifferentKindsofSharks(copyforeachChalkboardordryPhotographsofasharkandanotherMainideaanddetails,initialandfinalconsonantSs,capitalizesentenceDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninctivewhitorcompletedwithpaperandpencilifbooksarereused.)*Boldvocabularywordsalsoappearinapre-madelessonforthistitleon High-frequencywords:a,has,ContentStorycritical:different(adj.),sharks(n.),sharp(adj.),spots(n.),stripes(n.),teethBeforeBuildWritethewordsharkonthandpointtothewordasyoureaditaloudtoAskstudentstoraisetheirhandiftheyknowwhatashark ceaphotographofasharkaphotographofanotheranimalonthandhavestudentspointattheHavestudentssharewithapartnereverythingtheyknowaboutsharks,andinvitevolunteerstosharewhattheylearnedfromtheirpartner.Writethefactssharedaboutsharksonth. DifferentKindsofHavestudentsdrawapictureofashark(orofsharks),usingtheirpriorknowledgeofthetosupplytheBookShowstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledDifferentKindsofSharks.(Acceptallanswersthatstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sExintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknownewinformationtheyModelhowtoconnecttopriorThink-aloud:Thecoverofthisbookshowsmeashark,swimmingupthroughbluewaterswithitsbeadyeyeslookingrightatme.Thepicturegivesmeshivers,becausesharksareabitfrightening.Thenagain,theyarealsoveryinteresting.WhenIwasyourage,IwascuriousaboutsharksandIlearnedalotaboutthem.Forinstance,theyswiminwater,andtheygrownewteethtoreceoldones,andtheydon’tallattackhumanslikethemoviesshow.Mypriorknowledgeaboutsharkshasalreadyhelpedmefeelfamiliarwiththisshark,anditmakesmeinterestedtoreadonsoIcanlearnRemindstudentsoftheirearlierdiscussionofsharks.Pointoutthattheinformationtheysharedwaspriorknowledgeaboutsharks.Readaloudtheinformationwrittenonth,andencouragestudentstousethispriorknowledge,andotherinformationtheyknowaboutsharks,tohelpthemunderstandwhattheyarereadinginthebook.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothestrategypresentedinthisExintostudentsthatmostbookshaveamainidea,orabigideathatisthesubjectofthatbook.Readthetitletostudents.Exinthatthetitleoftenprovidescluesaboutthebook’smainidea.Invitestudentstosharepredictionsaboutthemainideaofthisbook.Guidetheclasstoanagreementthatthemainideawillhavesomethingtodowithsharks.Readpage3aloudtostudentsandmodelhowtoidentifythemainThink-aloud:Onpage3Ireadthefollowingsentence:Therearemanydifferentkindsofsharks.Iknowthatthemainideaofthisbookinvolvessharks.SincethetitleofthisbookisDifferentKindsofSharks,andsincethefirst encerepeatsthatidea,Ibelievethatthemainideaofthisbookisthattherearemanydifferentkindsofsharks.Sometimes,abookwillclearlypresentthemainidea,andsometimesareaderhastofigureoutthemainidea.Inthiscase,thebookclearlypresentsthemainideaforus.WritethemainideaonthExintostudentsthatwhenabookhasamainidea,italsohasdetailsthatdevelopthatmainidea.encouragestudentstolookfordetailsthatexinthemainideathattherearemanydifferentkindsofsharks.Whilepreviewingthebook,reinthevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:Thewordsharksbeginswiththeletterssh.Pointtothewordsharksonthispage.Howmanysharksdoyouseeinthepicture?That’sright,therearethreesharks. DifferentKindsofRemindstudentstolookatthepictureandtheletterswithwhichawordbeginstofigureoutadifficultword.Forexample,pointtothewordspotsonpage6andsay:Iamgoingtocheckthepictureandthinkaboutwhatwouldmakesensetofigureoutthisword.Thepictureshowsasharkwithdotsalloveritsbody.Thesentencelsmethatazebrasharkhasdarksomething.WhenIlookatthefirstpartofthatlastword,itstartswiththe/sp/sound.However,theworddotsstartswiththe/d/sound,sothiscan’tbetheword.Whenananimalhasdotsonitsskin,wecallthatanimalspotted.Thewordspotsstartswiththe/sp/sound.Thesentencemakessensewiththisword.Thewordmustbespots.Havestudentsusewhattheyalreadyknowaboutsharkstohelpthemunderstandthenewinformationtheyarereading.Remindthemtolookfordetailsthatsupportthemainideathattherearemanydifferentkindsofsharks.DuringStudentGuidethereading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordonpage3(There).Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoreadthewordsfromlefttoright.Askstudentsto cetheirfingeronthepagenumberinthebottomcornerofthepage.Havethemreadto ofpage5,usingtheirfingertopointtoeachwordastheyread.encouragestudentswhofinishbeforeotherstorereadthetext.ModelconnectingtopriorThink-aloud:Onpage5,Ireadthatatigersharkhaslightstripes.Ididnotknowthatsharkshadstripes!Inthepicture,though,itstilllookslikethesharksI’mfamiliarwith—thesamefins,thesamelongbody,thesamesharpnose.SinceIknowthatsharkslooklikethis,itiseasierformetobelievethatthisanimalwithstripesreallyisashark.NowIknowthatsomesharkshavestripes,andsomesharksdonot.Mypriorknowledgeabouthowasharklooksmadeiteasierformetolearnthisnewinformation.Askstudentstopointatthesharksthattheyrecognizefromthesethreepages.Invitevolunteerstoshareinformationthattheyalreadyknewaboutthesesharks.Havestudentssharewithapartnersomethingnewtheylearnedaboutsharks.encouragethemtothinkabouthowtheirpriorknowledgeaboutsharksmadeiteasiertolearnnewinformationaboutsharks.Havestudentsreadthemainideawrittenonth.Remindthemthatabookwillhavedetailsthatsupportthemainidea.Havestudentssharewithapartneronedetailtheyreadthatexinsthemainideathattherearemanydifferentkindsofsharks.Guidetheclasstodiscussthetwodetailsfromthebook(whalesharksarebigandtigersharkshavestripes).Introduceandexinthemain-idea-and-detailsworksheet.Havestudentswritethemaininthemiddleofthepage,usingthasaCheckforunderstanding:Havestudentsreadtoofpage8.Encouragethemtosharehowtheyconnectedtopriorknowledgeastheyread.(Acceptallanswersthatshowstudentsunderstandhowtoconnecttopriorknowledge.)Havestudentsthink-pair-shareallthedetailsaboutsharksthattheyhavereadsofar:thinkaboutthedetails,pairwithapartneranddiscussthedetails,andsharethedetailstheylearnedwiththeclass.Invitevolunteerstocometothandrecordonedetailaboutthedifferentkindsofsharks,usingpicturesor Havestudentsreadtheremainderofthebook.RemindthemtousetheirpriortohelpthemlearnnewdetailsaboutHavestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthat After

DifferentKindsofAskstudentswhatwords,ifany,theymarkedintheirbook.UsethisopportunitytomodeltheycanreadthesewordsusingdecodingstrategiesandcontextReflectontheReadingThink-aloud:WhenIreadpage10,IthoughtaboutwhatIalreadyknewaboutsharks.Iknewthatsharkslivedinwater,becauseIreaditinotherbooksandIhaveseensharksinwa aquariumsorinmovies.Someofthesharksinthepicturesurprisedme,likethenurseshark,Mypriorknowledgeaboutsharksmademeexcitedtolearnmoreabouttheseinterestinganimalsandalltheirdifferentappearances.Havestudentstakeoutthepicturesthattheydrewearlierofashark.Discusshowusingpriorknowledgeaboutsharkshelpedthemtounderstandandenjoywhattheyread.Askstudentstoaddmoredetailstothepictureonthebasisofinformationtheylearnedfromthebook.ReflectontheComprehensionDiscussion:Reviewthemainideaanddetailsonth.AskstudentstosharewithasomeoftheirfavoritedetailsaboutIndependentpractice:Havestudentscompletethemain-idea-and-detailsworksheet.IftimediscusstheirEnduringunderstanding:Inthisbook,youlearnedaboutdifferentkindsofsharks.Howaresharksdifferent?DoallofthesesharkslookthewayyouexpectedasharktoBuildSaythewordseaaloudtostudents,emphasizingtheinitial/s/sound.Havestudentssaythealoudandthensaythe/s/Saythewordsharksaloudtostudents,emphasizingthefinal/s/sound.Havestudentssaythewordaloudandthensaythe/s/sound.Pointoutthatawordcanbeginorendwiththe/s/Readpage3aloudtostudents.Havethemclaptheirdeskeverytimetheyhearawordbeginsorendswiththe/s/Checkforunderstanding:Saythefollowingwordsoneatatimeandhavestudentsholduponefingerifitstartswiththe/s/sound,andholduptwofingersifitendswiththe/s/sound:sad,has,sea,salt,is,sock,fins,andcats.WritethewordseaonthandsayitaloudwithHavestudentssaythe/s/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/s/soundinthewordsea.Pointoutthatthisletteroccursatthebeginningoftheword.HavestudentspracticewritingtheletterSsonaseparatepieceofpaperwhilesaying/s/Checkforunderstanding:HavestudentsworkwithapartnertofindallthewordsthatbeginorendwiththeletterSsandmakethe/s/sound.HavestudentsunderlinewordswithaninitialconsonantSsandcirclewordswithafinalconsonantSs.Youmayneedtopointoutthatifawordstartswiththelettersshitmakesthe/sh/sound,notthe/s/sound.Independentpractice:Introduce,exin,andhavestudentscompletetheinitial-and-final-consonant-Ssworksheet.Iftimeallows,discusstheiranswers. DifferentKindsof randMechanics:CapitalizesentenceWritethefollowingsentenceonth:Manysharksliveinwater.Readthesentencealoudwithstudents.Inviteavolunteertocometothandcirclethefirstwordinthesentence.ExinthateverysentencehasasignalatthebeginningsoreaderswillknowthatanewletterMisthesignal.emphasizethatallsentencesbeginwithacapitalletter.WritethelowercasemabovethecapitalMonth.Askstudentstoexinthedifferencebetweentheletters.encouragestudentstorememberthedifferencebetweenlowercaseanduppercaseletters,andremindthemthatuppercaseletters,orcapitals,alwaysbeginasentence.Randomlycallonstudentsandhavethemshareonenewdetailtheylearnedaboutsharks.Writethisinformationinsentencesonth ,usingalowercaselet tthebeginningofeachsentence.Invitevolunteerstocometoth andcorrectthesentences.beginningsworksheet.Iftimeallows,discusstheirWordWork:Havestudentsturntopage5.Readthefollowingsentencealoud:AtigersharkhaslightHavestudentsturntopage6.Readthefollowingsentencealoud:AzebrasharkhasdarkAskstudentstodiscusswithapartnerthedifferencebetweenthewordslightandPointoutthatthewordslightanddarkhaveoppositemeanings.exinthattwowordswithoppositemeaningsarecalledantonyms.Writethefollowingwordsonth:big,fast,fat,tall,andquiet.Askstudentstoworkwithapartnertoidentifyanantonymforeachofthewords.Invitevolunteerstosharetheirantonyms.Writetheantonympairsonth.Checkforunderstanding:HavestudentsworkwithapartnertousetheantonymsoninBuildIndependentAllowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnspartsofthebooktoeachHomeGivestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemidentifymainideaanddetailswithsomeoneathome.ExtendtheInformationalWritingandArtHavestudentstakeoutthepictureofasharkthattheydrewduringthelesson.Askstudentstobestspellingontheothersideofthepaper,andremindthemtousecapitalletters.visit foralessonandleveledmaterialsoninformationalreportScienceBringtotheclassseveralbooksaboutdifferenttypesofsharks.Breaktheclassintogroupsandassisteachgroupinresearchingaspeciesofshark.Havethegroupsdrawaposterthatillustrateseverythingtheylearnabouttheirparticularshark,andeitherhavethegrouppresenttheinformationtotherestoftheclassorpresenttheinformationyourself.Hangthefinishedpostersupinclass. DifferentKindsofSkillDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththeareprovidedasanextensionactivity.ThefollowingisalistofsomewaysthesecardscanbeusedUseasdiscussionstartersfor tureHavestudentschooseoneormorecardsandwritearesponse,eitherasanorasajournalDistributebeforereadingthebookandhavestudentsuseoneoftheasapurposeforCutapartandusethecardsasgamecardswithaboardConductaclassdiscussionasareviewbeforethebookMonitorstudentstodetermineiftheyconsistentlyconnecttopriorknowledgetounderstand yidentifythemainideaandsupportingdetailsduringdiscussionandonaconsistentlydiscriminateinitialandfinalconsonant/s/soundduringidentifyandwritethelettersymbolthatrepresentsthe/s/soundduringandonacorrectlycapitalizethebeginningofsentencesduringdiscussionandona ychooseantonymsduringComprehensionBookReling關(guān)于本書文本類型：非小說類/描述性頁(yè)數(shù)：10字?jǐn)?shù) 鯊魚是強(qiáng)大的動(dòng)物，有多種形狀和大小?！恫煌N類的鯊魚》以孩子們對(duì)這些海洋動(dòng)物的迷戀為基礎(chǔ)，教授有關(guān)各種鯊魚物種之間差異的簡(jiǎn)單信息。引人注目的支持文字。關(guān)于課程針對(duì)性閱讀策略聯(lián)系先驗(yàn)知識(shí)目標(biāo)使用聯(lián)系先驗(yàn)知識(shí)的閱讀策略來理解文本識(shí)別主/s//s/Ss色文本表示上提供的資源。書——不同種類的鯊魚（每個(gè)學(xué)生一份黑板或干擦板鯊魚和其他動(dòng)物的主要思想和細(xì)節(jié)，首輔音和尾輔音Ss，大寫句子工作表（所有活動(dòng)都可以通過在交互式白板上投影書籍來演示，或者如果重復(fù)使籍，則可以用紙和鉛筆完成。）VocabularyBold詞匯單詞也出現(xiàn)在 上針對(duì)此標(biāo)題的預(yù)制課程中高頻詞：a、has、is（形容詞）、鯊魚（形容詞）、鋒利（形容詞）、斑點(diǎn)（形容詞）、條紋（形容詞）、牙齒（形容詞））如果學(xué)生知道鯊魚是什么，請(qǐng)舉手。將鯊魚的和另一種動(dòng)物的放在黑板上，讓學(xué)生指著鯊讓學(xué)生與合作伙伴他們對(duì)鯊魚的了解，并邀請(qǐng)他們從合作伙伴那里學(xué)到的知識(shí)。將讓學(xué)生利用他們對(duì)動(dòng)物的先驗(yàn)知識(shí)來提供細(xì)節(jié)，畫出一條（或多條）名為《不同種類的鯊魚》的書中讀到什么內(nèi)容。（接受學(xué)生可以證明的所有答案。）向?qū)W生展示扉頁(yè)。討論頁(yè)面上的信息（書名、作者）視著我。這張讓我不寒而栗，因?yàn)轷忯~有點(diǎn)可怕。話又說回來，它們也很有趣。當(dāng)我像你這個(gè)牙齒來代替舊牙齒，而且它們并不像中那樣人類。我對(duì)鯊魚的先前了解已經(jīng)幫助我熟悉了這種鯊魚，這讓我有繼續(xù)閱讀，以便我可以了解信息。提醒學(xué)生他們之前對(duì)鯊魚的討論。他們的信息是關(guān)于鯊魚的先驗(yàn)知識(shí)。大聲朗讀黑板上寫介紹理解技能：主要思想和細(xì)節(jié)向?qū)W生解釋大多數(shù)書籍都有一個(gè)主要思想或作為該書的大思想。把標(biāo)題讀給學(xué)生聽。說明標(biāo)題通常提供有關(guān)本書主要思想的線索。請(qǐng)學(xué)生對(duì)本書主要思想向?qū)W生大聲朗讀第3大聲思考：在第3解釋鯊魚有許多不同種類的主要思想。介紹詞匯在預(yù)習(xí)本書時(shí)，強(qiáng)化學(xué)生將遇到的詞匯。例如，在查看第3頁(yè)的時(shí)，您可能會(huì)說：?jiǎn)卧~sharks以字母sh開頭。指向本頁(yè)上的“鯊魚”一 和字母，通過單詞開始找出的單詞。例如，指向第6頁(yè)上的單詞“spot”并說：我將檢 并思考如何找出這個(gè)單詞。圖為一條全身布滿斑點(diǎn)的鯊魚。這句話告訴我斑馬有黑色的東西。當(dāng)我查看最后一個(gè)單詞的第一部分時(shí)，它以/sp/詞“spots”以/sp/聲音開頭。這句話用這個(gè)詞來說是有道理的。這個(gè)詞一定是斑點(diǎn)。在閱讀期間學(xué)生閱讀指導(dǎo)閱讀：給學(xué)生他們的書本。讓