1. Topic-
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| Tarantula! - Guided Reading |
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2. Content-
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Get ready for some big, hairy spider action. Tarantula! explains
many interesting facts about these misunderstood animals.
Vocabulary:fangs(n.),harmless(adj.),
prey(n.),sense(v.),spider(n.),venom(n.) |
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3. Goals: Aims/Outcomes-
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1.Ask and answer questions to understand text.
2.Identify author's purpose
3.Identify initial consonant sp-blend.
4.recognize and use commas in a series.
5.understand the purpose of boldface words in text. |
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4. Objectives-
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1.TSW:explain the three main purposes for writing and identify which
this text is
(persuade,inform,entertain)
2.TSW:Identify when three of more items are listed, a comma is placed
between the items.
3.TSW:Identify vocabulary words through strategies, read definition
in glossary, turn to the page it is on and read the words and sentences
around it, make connections to something I already know. |
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5. Materials and Aids-
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Book-Tarantula!(copy for each)
Dry-Erase Board
Photograph of a tarantula
Video.nationalgeographic.com/video/animals/bugsspiders-and-scorpions/tarantula |
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6. Procedures/Methods-
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A. Introduction-
1.Write the word tarantula on board and show photograph of a tarantula.
Ask students to share what they know about these creatures. Record
responses.
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B. Development-
1.Give students their copy of the book. Guide them to the front
and back covers.
2.Show students the title page. Discuss the information on the page.
3.Preview the table of contents on page 3. Remind students that the
table of contents provides an overview of the book. Ask students what
they expect to read about in the book on the basis of what they see
in the table of contents. |
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C. Practice-
1.Introduce the story-critical words listed in the vocabulary.
2.Review the correct pronunciation for the words in the glossary.
Turn to the glossary on page 16. Read the words aloud and discuss
their meanings.
3.Guide the Reading, each student will read a page in the book. |
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D. Independent Practice-
1.All questions may not have been answered.
2.Invite students to write one or two more questions they still have
about tarantulas on their worksheet.
3.Introduce, explain and have students complete the commas-in-a-series
worksheet. |
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E. Accommodations (Differentiated Instruction)-
1.decoding strategies; use beginning sounds then combine vowel sounds
and blends together to form words.
2.use highlighters, for unknown words and to go back and find answers.
3.reread for understanding |
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F. Checking for understanding-
1.Share questions they asked as they read.
2.On page 5, have students look at the caption at the bottom. Ask
them to circle the commas in the list of colors and to notice that
the last item is added to the list after the word or. |
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G. Closure-
| Review the three main purposes that authors have for writing. |
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7. Evaluation-
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1.Comprehension Test
2.Open discussion of book asking and answering questions. Correctly
identify initial consonant sp-blend during discussion and on worksheet,accurately
identify author's purpose during discussion, correctly understand
and use commas in a series during discussion and on worksheet, correctly
identify and use words in boldface during discussion |
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