美國小學英語3年級指導閱讀My Grandpa我的爺爺。請先看下面的視頻。
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試試指導閱讀將使用五天的學習時間（每天1-2個課時），來為孩子設計一套完整的英語閱讀課程，讓孩子的閱讀水平和能力得到真正的提高。
第1天熱身
Before Reading
Have students look at the cover of My Grandpa. Remind students that the
title is the name of the book, story, or poem. Ask a volunteer to read the title.
Then remind students that the author is the person who wrote the book, story,
or poem, and the illustrator is the person who drew the pictures that go with
the text.
Genre
Remind students that we read to learn. There are stories, poems, and books
that explain or describe things. Say: Some things we read are about real people,
places, events, and information. Other things we read are not real, but they
could be. This is called realistic ction. Tell students that My Grandpa is also
an example of a narrative.
Frontload Vocabulary
Point to the word hardware and have students read it aloud. Ask: What kinds
of things can you buy at a hardware store? Encourage volunteers to share their answers with the class.
Activate Prior Knowledge
Lead a discussion with the class about family. Ask: Who are some family
members you spend fun time with? What do you do together? Then have students
talk about their grandparents. Ask: What are your grandparents like? What kinds
of things do you do with them? Why can grandparents be special? Students may answer in short phrase or complete sentences.
Predicting
Show students the cover and title page of My Grandpa. You may want
to ip through a few pages. Ask: What do you think the book is about? Write
students’ predictions on the board to refer to once they have nished reading
the story. Tell students they will review their predictions once they nish reading
第2天聽和讀
ECHO READING
Read aloud My Grandpa. Then read it again and have
students chorally repeat after you. Start with one word, gradually building
to the whole sentence. Have students follow along after as you read and they
repeat. This echo reading technique is ideal for modeling correct pronunciation
and intonation of the text.
GUIDED READING
Then divide the class into groups of similar pro ciency
levels and have each group read the book together. Circulate among the groups
and provide assistance as needed.
* Developing
Use questions such as these for students to recall special
information about the text. Students may answer in one or a few words.
* Expanding
Use questions such as these for students to demonstrate
understanding of sequence. Explain: The order in which the events of the story occurred is called sequence. Words such as rst, next, then, nally, and at last may
show sequence. Students may answer in phrases or short sentences.
* More Complex
Use questions such as these for students to compare and contrast information in the text. Remind students: When we compare, we tell how two or more things are alike. When we contrast, we tell how two things are different. Students should answer and elaborate on their answers
in complete sentences.
Practice and Apply
Discuss with the class how the boy feels about spending the day with Grandpa.Ask: What do you think was the boy’s favorite part of the day with Grandpa?
Explain your answer. Then have students discuss things they enjoy doing with their grandparents or other older family members. Ask: How often do you get to spend time with them? Why do you like to spend time with them?
Close
To bring closure to Day 2, refer students back to the predictions they made
on Day 1 and discuss what clues helped them make accurate predictions.
第3天自然拼讀和音素意識
Long Vowel e Sound
Read the words aloud as you point to each word.
Ask: What sound do all of these words have in common? How many ways is this sound spelled? Elicit: e and ee and ea. Then say each word again and have the class repeat it after you. Tell students: Recognizing these vowel teams will help you read with purpose and understanding.
Diphthong ow
Say the sentence and have students repeat it after you.
Ask: What is the sound you hear in most of the words? How can this sound be
spelled? Elicit: ow and ou and ow. Say the sentence several more times, saying it faster each time. Then have volunteers try to say the sentence as quickly and accurately as possible.
Practice and Apply
Tell students: You are going to hear some words which you will write down
on a separate sheet of paper. Say each word twice and allow students time to accurately spell the word. After all students have had time to write all the words on their own, say the words again in random order and allow volunteers to write them on the board.
Fluency Practice
Review the Words to Learn with students by showing each word, sounding
it out, and having students sound it out with you. Point to each letter of the
word as you sound it out. Tell students that they will work with a partner to
practice reading the key words. Distribute a set of cards to each pair and have students take turns reading them aloud. Remind students to point to each letter as they sound out each word. Collect the cards and then show a word to students and have volunteers read the word aloud.
ECHO READING
Display the rhyme below on the board. Read the rhyme
slowly. Read it again with students repeating after you. Allow a volunteer to
come to the board and track print as students repeat. Repeat the process
several times, gradually increasing your speed and using different volunteers to track print each time. Then read the rhyme chorally with the class. Next, have students practice reading the rhyme aloud with a partner. Remind them to try to copy the speed and rhythm you used. Ask volunteers to read the rhyme aloud for students.
Close
To bring closure to Day 3, have students practice reading the rhyme aloud
with a partner. Remind them to try to copy the speed and rhythm you used.
Finally, ask volunteers to read the rhyme aloud for students.
第4天語法和用法
Plural Nouns
Remind students: Plural means more than one. Review with
the class how to make singular nouns plural. Have volunteers come to the board and explain to the class how to make a noun plural. Then tell students: Work with a partner to write rules about making singular nouns plural. After students have had time to talk through and write down their new grammar rules, have volunteers share their rules with the class. Use students’ ideas to create rules the class can remember. Write the rules on the board and have students copy any rules they do not already have into their notebooks.
Irregular Plural Nouns
Remind students that some plural nouns do not follow rules. Tell students: These nouns have irregular plural forms. Ask: What is the plural form for each of these nouns? Elicit answers from the class. If students are experiencing dif culty identifying the plurals, you may choose to provide them.
Then read the singular and plural forms and have the class repeat them after
you. Explain: Because these words do not follow rules, the only way to learn them is to practice them until they know them by heart.
Talk It Out COOPERATIVE TASK
Prior to class, create a set of 15–20 cards
with singular nouns written on them. Be sure to include all of the nouns with
irregular plurals discussed in class. Explain to students: You will work with a
partner to play the noun game. Choose a card, read it, and make a sentence using the singular form of the noun. Your partner will make another sentence using the plural form of the same noun. Remind students that when they change the number of the noun, the number of the verb has to change, too. Circulate among the pairs and provide assistance as needed. When students have had time to complete the game, show a card to the class and have volunteers create sentences using the singular and plural form of the noun.
Close - Write It Out
To bring closure to Day 4, have students choose ve
irregular plural nouns and write sentences using them. Challenge them to try
to make their sentences work together to form a paragraph. Ask volunteers to
share their sentences with the class.
第5天說和寫
Model
Tell students you are going to describe a grandparent or older relative.
Explain to students that they may ask you questions to nd out more information about this person. You may provide the rst question to generate more questions such as: How old is your grandmother? What other foods does she make for you? Continue to tell your story, either real or invented, stopping to answer students’ questions.
Practice and Apply
COOPERATIVE TASK Tell students: You are going to work with a partner to
talk about an older relative. Think about how you might describe this person
and questions you can ask their partner about their relative. Circulate among
the pairs and provide assistance as needed. Then ask volunteers to talk about their relative. Encourage students to politely ask questions about what their classmates said to learn more about their relatives.
Listen to Write
INFORMAL ASSESSMENT Explain: I have a list of Words to Learn. I will say each word and use it in a sentence. Write the word on a separate sheet of paper. Say each word twice before reading the sentence. Then say the word again. Allow time for students to write the word before going on to the next word. Finally, have students refer to the Words to Learn list at the end of My Grandpa to self-correct their spelling.
Culminating Activity
Writer’s Workshop
Explain: Writing is a process that is made up of steps. Each step helps us
to organize our writing and to present our ideas in a way that everyone can
understand. When we follow the steps of the writing process, we become great writers. Tell students they are going to write about time you spent with a
grandparent or an older relative. Write the writing prompt on the board.
Say: Think about what you did together and how you felt spending time with
this person. Then read the prompt aloud:
美國小學英語教學，從學前級別開始，到6年級，一共7個級別。
美國小學英語涵蓋美國課程標準五大領域：
Phonemic Awareness（音素意識），
Sight Words（常見單詞），
Phonics（自然拼讀），
Vocabulary & Grammar（詞彙和語法），
Comprehension（閱讀理解）。
美國小學英語課程設置：
主教材Spotlight On English，專項訓練：自然拼讀，閱讀，語法，詞彙，戲劇等。
