intervention/summer school ocr 2000 · web viewlesson 1, day 2. preparing for the lesson: chart the...

SUMMER SCHOOL MATERIALS/GRADE 3, 2000

PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS

INTERVENTION GUIDE GRADE LEVEL TE-3.2 VOCABULARY TRANSPARENCIES #36-41 ESL SUPPLEMENT GUIDE REVISED READING AND WRITING WORKBOOK PAGES FOR UNIT 6,

LESSONS 1-5 STUDENT ANTHOLOGIES 3:2 CHART PAPER SENTENCE STRIPS

ABBREVIATION KEY:IG---INTERVENTION GUIDEPA—PHONEMIC AWARENESSTE---TEACHER EDITION FROM CORE PROGRAMRWWB—READING AND WRITING WORKBOOKESL SG REV. ED.—ESL SUPPLEMENT GUIDE REVISED EDITIONGUMS—GRAMMAR, USAGE, AND MECHANICS

We have included Must Do’s for IWT based on the lessons. One May Do is included each day.

Written by Shelley Brower and Aviva Freeman

1

Summer School/Third Grade OCR 2000

Lesson 1, Day 1Be prepared to open the unit and have copies of the story, “The Country Girl,” pp. 304-305 in the IG for each student.

Schedule and PacingDAY LESSON TIME

1 PA Lesson 1 P. 362 IG: Oral Blending: Syllables and Word Parts Segmentation: Clapping Syllables in names

10 Min.

Reading the Words and Sentences: p. 300 IG: Focus: homophones: irregular plurals Follow bullets under About the Words

25 Min.

Dictation: p. 305 Focus: homophones: irregular plurals 25 Min.Unit Opener: See procedures in packet, Opening the Unit PP. 1-12

45 Min.

IG: Reading and Responding: “The Country Girl,” pp.304-305. Follow Comprehension Strategies in Section 2, pp. 302-303, including: Preview and Prepare; Strategy Use; and Discussing the Selection.

25 Min.

IWT: Teacher administers Grade 3 Pre-Assessment either whole class or in groups.May Do: 1. Students use the story, “The Country Girl,” to list all the irregular plurals in the story. 2. Next, have the children write the singular form of the words they just listed. 3. Have the children write sentences using at least two pairs of the words recorded. Small Group: Irregular Plurals: ESL SG Rev. ED. P. 203. Work in small groups with those who are struggling with this area.Preteach Long and Short Spelling Patterns with Consonant Blends from ESL SG REV. ED. p. 207 to the entire class.

50 Min. Total25 min. for flexible grouping.25 min. for pre-teaching Reading the Words and Sentences from TE to whole group

2


Lesson 1, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences, prior to the lesson. It is helpful to copy each line in a different color. You will need blank word cards for the spelling lesson.

DAY LESSON TIME2 PA Lessons 2 & 3: IG pp. 363-364

Lesson 2: Oral Blending: Syllables and Word Parts Segmentation: Clapping Syllables in Names and WordsLesson 3: Oral Blending: Initial Consonant Sounds

10 Min.

Reading the Words and Sentences: TE p. 204G Follow bullets under About the Words

20 Min.

Selection Vocabulary: TE p. 208I. Introduce the vocabulary using vocabulary transparency #36. Remember to focus on the vocabulary strategies used in the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.203H. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: Chorally read pages 204-213, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.

30 Min.

Spelling: TE p. 213F, Long and Short Vowel Patterns with Consonants BlendsFollow the lesson. For additional practice, complete RWWB pp. 149-150. The Apply Section can be completed in IWT.

25 Min.

IWT: MUST DO: 1. Complete the Apply section on p. 150 of the Reading and Writing Workbook.

2. Fold a paper in half and label one column “short vowels” and the other column “long vowels”. Go back into the anthology story pages 204-213 and make a list of the long and short vowel words found in the story.

3. Practice reading the story, “The County Girl.” MAY DO: Write a funny or silly story using as many long vowel words as you can. Share your story with a friend, and have your friend draw a picture of the story. SMALL GROUP: Teacher pulls students to assess oral fluency, using the story, “The CountryGirl.”

60 Min.

3


Lesson 1, Day 3 Chart the Sentence Lifting paragraph in the Intervention Guide p. 307.

DAY LESSON TIME3 PA Lessons 4&5: IG pp.365-366

Lesson 4: Oral Blending: Initial Consonant Sounds Segmentation: Repeating Word PartsLesson 5: Oral Blending: Initial Consonant Sounds Segmentation: Repeating Word Parts

15 Min.

Reading and Responding: Chorally reread pages 204-Teacher’s voice is included in the choral read.

30 Min.

Discussion of Story: Following the Handing-off procedure (see Program Appendix p. 28). Conduct a discussion of the story. Revisit Clues and Problems. Add new learning and concepts to the Concept/Question Board.

20 Min.Includes set up of procedures and debriefing

Sentence Lifting: IG p. 2306, AbbreviationsThis lesson will be used as a preteach for the next day’s lesson on abbreviations in the TE.

20 Min.

Reading and Responding: Comprehension Skills: Classifying/Categorizing pp. 205,207,209

20 Min.

Irregular Plurals: ESL SG REV. ED p. 203 15 Min.IWT: MUST DO: 1. Practice fluency by rereading the anthology selection “Ox-Cart Man” and “The County Girl”.2. Anagram Activity: Students will copy four sentences from the anthology story onto sentence strips. Students then cut each word out individually a sentence at a time. Then the children work in pairs, exchanging a sentence, and the partner tries to put the sentence in the proper word order.MAY DO: Students can sequence the sentences after the anagram activity is complete. SMALL GROUP: Teacher continues to assess students on fluency using “The County Girl” and the Ox-Cart Man.

1 Hour

4


Lesson 1, Day 4DAY LESSON TIME

4 PA Lessons 6&7:IG pp. 366-367Lesson 6: Oral Blending: Initial Consonant Sounds Listening for Vowel Sounds Segmentation: Restoring Initial phonemes Lesson 7: Oral Blending: Final Consonant Sounds Listening for Vowel Sounds Segmentation: Restoring Initial Phonemes “Did You Ever?” Rhyme

15 Min

GUMS: Abbreviation: TE p. 213G. The lesson should be done whole group. RWWB: pp. 151-152 Complete the pages whole group. The Apply Section can be done during IWT.

30 Min.

-ING Endings: ESL SG REV. ED.-P. 203 Follow the bullets under About the Words and Sentences.

30 Min.

Theme Connections: TE p. 213 Orally discuss the 3 bullets under Think About It. Give students time to do Record Ideas in a writing journal. Discuss the Research Ideas and brainstorm ideas. Allow children to discuss in groups and find the answers. Please add ideas to C/Q Board.

30 Min.

Reread “Ox-Cart Man” and /or “The Country Girl” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.

15 min.

IWT: MUST Do: 1. Practice fluency 2. Complete the Apply Section p.152. MAY DO: Partner Read any passage the children have worked with this week. SMALL GROUP: 1. Abbreviations ESL SG REV. ED p. 208. Teacher can review abbreviations with those students who need more support. 2. Fluency Practice-Teacher listens to the students read focusing on intonation and prosody.

60 Min.

5


Lesson 2, Day 1Be prepared to have copies of the story, “The Lost Fawn” from IG pp. 312-313.


5 PA: Lessons 8 & 9 IG: pp. 368-369. Lesson 8: Oral Blending: Final consonant sounds; Listening for Vowel Sounds; Alliterative word Game Lesson 9: Oral Blending: Final consonant Sounds; Listening for vowels Segmentation: Initial Consonants

15 Min.

Reading the Words and Sentences: IG: p. 308 Focus: compound words; suffixes-ed and -ing; synonyms and antonyms Follow bullets under About the Words

25 Min.

Dictation: p. 2314, Focus: compound words; suffixes –ed and –ing; synonyms and antonyms.

25 Min.

IG: Reading and Responding: “The Lost Fawn” pp. 2312-313. Follow Comprehension Strategies in Section 2, pp. 310-311, including: Preview and Prepare; Strategy Use; and Discussing the Selection.Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

35 Min.

Vocabulary: Preteach Selection Vocab. from ESL SG Rev. Ed. P. 211Follow the bullets.

20 Min.

IWTMUST DO:1. Practice fluency using “The Lost Fawn”.2. Using “The Lost Fawn”, have the students list all the compound words in the story. Then have the students write the two words that make up the compound word. For example, hillside= hill+side.

3. Write a story using as many compound words as you can.

4. MAY DO: Illustrate your storySMALL GROUP: Teacher should practice fluency with small groups at their level using “The Lost Fawn.”

60 Min.

6


Lesson 2, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences prior to the lesson. It is helpful to copy each line in a different color. Chart the paragraph in the Sentence Lifting lesson in the IG p. 315.

DAY LESSON TIME6 PA Lessons 10 & 11: IG pp. 369-370.

Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds Lesson 11: Oral Blending: Initial Consonant Sounds Segmentation: Initial Consonants

15 Min.

Reading the Words and Sentences: TE p. 214G: Follow bullets under About the Words

25 Min.

Selection Vocabulary: TE p. 238I. Introduce the vocabulary using vocabulary transparency #37. Remember to focus on the vocabulary strategies used in the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.214I. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: Chorally read “Heartland” pages 214-221, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. Revisit Clues and Problems.Handing-off Discussion: Add new learning to the C/Q Board.

Practice 1 min. read using “The Lost Fawn” as outlined in Day1. Students should count how many more words they read this time.

25 Min.

10 Min.

Sentence Lifting: IG p. 314-315 Pronoun-Antecedent Agreement; Follow the Bullets in the Lesson.

15 Min.

IWT: MUST DO: 1. Practice reading the story, “The Lost Fawn”. 2. Students fold a paper in half and label one column –ing and the other –ed. The students will search the anthology selection and “The Lost Fawn” and list all the words with those suffixes. Then next to the words, the student should write the base word.

3. On your own, write a story using as many of the words from the list that you can.

MAY DO: Anagram Activity: Students copy sentences from the story that they wrote in the Must Do section.

SMALL GROUP: Teacher pulls students to read “The Lost Fawn”. To meet needs, teacher follows Selection

Vocabulary in the ESL SG Rev. ED. P.211. Remember to focus on the vocabulary strategies.

60 Min.

7


Lesson 2, Day 3Preparing for the lesson: Chat sentences from the TE p. 223F.

DAY LESSON TIME7 PA Lessons 12 & 13: IG pp.370-371

Lesson 12; Oral Blending: Initial Consonant Sounds Segmentation: Initial ConsonantsLesson 13; Oral Blending: Initial Consonant Sounds Segmentation: Dropping final Consonants

15 Min.

Reading and Responding: Comprehension Skills: Fact/opinion pp. 215,217, 219RWWB pp. 153-154 Fact/Opinion; Do this page as a directed lesson. The Apply section can be done in IWT.

30 Min.

Practice 1 minute fluency read with “The Lost Fawn” as outlined in Day 1

5 Min.

GUMS TE p. 223: Pronoun/Antecedent Agreement TE p. 223F. RWWB pp. 157-158; Do these pages as a whole group. The Apply Section may be done in IWT if the teacher feels the students understand. If most of the class needs review, do this section together.

30 Min.

Fluency Practice: Students will partner read “Heartland” as the teacher monitors.

15 Min.

Vocabulary: IG p. 314: Synonyms and Antonyms; Follow the lesson in the book.

25 Min.

IWT: MUST DO: 1. RWWB Apply Section p. 154 and 158.2. Fluency Practice

MAY DO: Students can illustrate the synonyms and antonyms from the above lesson.SMALL GROUP: 1. Teacher meets with small groups to practice fluency focusing on prosody and intonation.2. ESL SG REV. ED. P.213; Synonyms-Review synonyms with those students who need more reinforcement.

1 Hour

8



8 PA Lessons 14 & 15: IG pp. 371-372Lesson 14; Oral Blending: Initial Consonant Sounds Segmentation: dropping final consonantsLesson 15; Oral Blending: One-syllable Words Segmentation: Restoring Final Consonant Sounds

15 Min

Theme Connections: TE p. 247 Orally discuss 2 bullets under Think About It. Give students time to Record Ideas in a writing journal. Discuss the Research Ideas. Let the children work in groups to answer the questions. Please add ideas to C/Q Board.

30 Min.

Literary Elements: TE: p. 223E Figurative Language; Follow the lesson in the TE. Complete RWWB pp. 155-156 as a directed lesson. The Apply Section can be done in IWT.

30 Min.

RWWB: 181-182 Teach whole group in a direct lesson up to Apply section, which can be done in IWT.

20 Min.

Reread: Partner read “Heartland” and/or “The Lost Fawn” Teacher monitors students as they read to see who might need help in IWT. 1 Minute fluency practice as outlined in Day 1.

20 min.

IWT: MUST Do: 1. Practice fluency 2. Complete Apply section from p. 156 in RWWB3. Using the Figurative Language lesson, have the children illustrate the some of the phrases. MAY DO: Write a story using as much figurative language as possible. Find a partner and have the partner illustrate the story. SMALL GROUP: 1. Fluency Practice 2. ESL SG REV. ED P. 209 Suffix-ed and -ing; Review with those children who need extra support.

60 Min.

9


Lesson 3, Day 1 Be prepared to have copies of the story, “All About Sheep” from IG pp. 320-321.

DAY LESSON TIME9 PA: Lessons 16 & 17 IG: pp. 372-373.

Lesson 16: Oral Blending: One-syllable Words Segmentation: Dropping Final ConsonantsLesson 17: Oral Blending: One-syllable Words; Rhyming Words

15 Min.

Reading Words and Sentences: IG: p. 316 Focus: prefix auto- and tele-; plurals Follow bullets under About the Words

25 Min.

Dictation: p. 322 Focus: prefix auto- and tele-; plurals 25 Min.IG: Reading and Responding: “All About Sheep” pp. 320-321. Follow Comprehension Strategies in Section 2, pp. 318-319, including: Preview and Prepare; Strategy Use; and Discussing the Selection.Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

35 Min.

Vocabulary: Preteach Selection Vocab. For anthology from ESL SG Rev. Ed. P. 217 Follow the bullets. Chart words for IWT.

20 Min.

IWT: MUST DO:

1. Practice fluency using “All About Sheep”.2. Have students find all the plural words in “All

About Sheep” and list the words on paper. The have the students write the root word and the ending. For example: clothes=cloth =es

MAY DO: Illustrate the vocabulary words from the vocabulary preteach. Students then share paper with a partner to see if he/she can guess the word.SMALL GROUP: Teacher should practice reading the “All About Sheep”. * For additional vocabulary review teach the lesson in the ESL SG REV. ED. P219.

60 Min.

10


Lesson 3, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences prior to the lesson. It is helpful to copy each line in a different color. Copy the paragraph from the IG p. 323 to prepare for sentence lifting lesson.

DAY LESSON TIME7/10 PA Lessons 18 &19: IG pp. 373-374.

Lesson 18: Oral Blending: One-syllable Words; Final Consonant Sounds Segmentation: Repeating Final Consonants Lesson 19: Oral Blending: Final Consonant Sounds, One-syllable Words Segmentation: Isolating Final Consonants

15 Min.


25 Min.

Selection Vocabulary: TE p. 224K. Introduce the vocabulary using vocabulary transparency #38. Remember to focus on the vocabulary strategies used in the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.224J. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: Chorally read “Cows in the Parlor” pages 224-233, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.Practice 1 min. read using “The Secret Railroad” as outlined in Day 1. Students should count how many more words they read this time.

25 Min.

5 Min.

Sentence Lifting: IG p. 323 Conjunctions Follow Bullets.

20 Min.

IWT: MUST DO: 1. Practice reading the story, “All About Sheep”. 2. Students go back into the anthology to find sentences that contain conjunctions. They then copy five sentences containing conjunctions. MAY DO: ANAGRAM ACTIVITY:Copy one of the sentences from MUST DO #2 s onto a sentence strip. Cut out individual words. Shuffle the words and find a partner to recreate the sentence.

SMALL GROUP: Teacher pulls students to read, “All About Sheep.” To meet needs, teacher follows Grammar, Usage,

and Mechanics, Conjunctions from ESL SG Rev. ED. P.219.

60 Min.

11

Summer School/Third Grade Three OCR 2000

Lesson 3, Day 3DAY LESSON TIME7/11 PA Lessons 20 & 21: IG pp.375-376.

Lesson 20: Oral Blending: Final Consonant Sounds; One-syllable words Segmentation: Isolating Final ConsonantsLesson 21: Oral Blending: One-syllable Words; Individual Words; Listening for Short Vowels

15 Min.

Reading and Responding: TE Comprehension Strategies: pp. 224-233.Handing-off: Discussion of Story. Revisit Clues and Problems. Add new learning to the C/Q Board.

Practice 1 minute fluency read with “Secret Railroad” as outlined in Day 1

30 Min.

15 Min.

GUMS: TE 235G Complete the workbook whole group.RWWB pp. 161-162. Apply section can be in IWT

30 Min.

Vocabulary TE 2235E: VocabularyRWWB pp. 159-160 Do as a directed lesson emphasizing correct spellings. Apply section can be done in IWT.

20 Min.

10 Min.IWT: MUST DO:

3. RWWB p.162, Apply Section4. Fluency Practice-Cows in the Parlor5. RWWB p. 160, Apply Section

MAY DO: Sequence the steps that are taken to get milk from the store. This can be written or illustrated. SMALL GROUP: RWWB pp. 160 and/or 162 with teacher guidance to meet needs.*Practice reading “Cow in the Parlor” focusing on fluency and prosody.

1 Hour

12


Lesson 3, Day 4DAY LESSON TIME7/12 PA Lessons 22 & 23: IG pp. 376-377.

Lesson 22: Oral Blending: One-syllable Words Segmentation: Initial Consonant Sounds

Lesson 23: Oral Blending: One-syllable Words Segmentation: Initial Blends

15 Min

Reading and Responding: TE Comprehension Skills: Author’s Purpose pp. 255,227, 229, 231Practice 1-minute fluency: Follow directions from Day1.

30 Min.

Theme Connections: TE p. 235 Orally discuss 2 bullets under Think About It. Give students time to Record Ideas in a writing journal. Give the students a chance to discuss and brainstorm answers to the 2 bullets under Research Ideas. Allow children to search for answers in IWT. Please add the concepts from the Think About It to the C/Q Board

30 Min.

Reread “Cows in the Parlor” and /or “All About Sheep” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.

15 min.

Vivid Verbs and Adjectives: ESL SG REV. ED. P 216; Follow the Bullets under About the Words and Sentences

30 Min.

IWT: MUST Do: 1. Practice fluency 2. Complete the answers to the two bullets in Research Ideas in TE p. 235. Allow them to work in small groups. MAY DO: Work with a partner to ask and answer the questions that the class made up from the Theme Connections on p. 261 SMALL GROUP: 1. Teacher practices fluency with students using “Cows in the Parlor”.2. Teacher reviews vivid verbs with those students who need extras support.

60 Min.

13


Lesson 4, Day 1Be prepared to have copies of the story, “Who Were the Shakers? ” IG pp.328-329. Chart the About the Words and Sentences for an activity in IWT.

DAY LESSON TIME13 PA: Lessons 24 & 25 IG: pp. 377-378.

Lesson 24: Oral Blending: One-syllable Words Segmentation: Initial BlendsLesson 25: Oral Blending: Initial Vowel Replacement One-syllable Words

15 Min.

Reading the Words and Sentences: IG: p. 324 Focus: suffixes –tion and –ment; prefix dis- Follow bullets under About the Words

25 Min.

Dictation: p. 330: Focus: suffixes –tion and –ment; prefix dis-

25 Min.

IG: Reading and Responding: “Who Were the Shakers” pp. 328-329. Follow Comprehension Strategies in Section 2, pp. 326-327, including: Preview and Prepare; Strategy Use; and Discussing the Selection.Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

35 Min.

Vocabulary: Preteach Selection Vocab. For anthology from ESL SG Rev. Ed. pp. 221-222 Follow the bullets. Chart words for IWT.

20 Min.

IWT: MUST DO:

1. Practice fluency using “Who Were the Shakers?”Choose 6 words from Reading the Words and write a sentence with each.

2. Copy two of the sentences from the activity, and do the anagram activity.

MAY DO: Create a picture that will include at least 3 of the vocabulary words that were pretaught. Label the pictures with the correct vocabulary word.SMALL GROUP: Teacher should practice reading with students, “Who Were the Shakers”. *For additional practice with suffixes and prefixes, go to p. 220 in ESL SG Rev.

60 Min.

14


Lesson 4, Day 2Preparing for the lesson: Chart the words from the TE in Reading the Words and Sentences, prior to the lesson. It is helpful to copy each line in a different color.Chart the paragraph under Sentence Lifting on p. 330 in IG.

DAY LESSON TIME14 PA Lesson 26: IG pp. 378

Oral Blending: Initial Vowel Replacement; One-syllable Words

10 Min.


25 Min.


20 Min.

Build Background & Preview and Prepare: TE p.236J H. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: Chorally read “Growing Up Amish” pages 236-243, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. Revisit Clues and Problems. Add new learning to the Concept/Question Board.Practice 1 min. read using “Who Were the Shakers?” as outlined in Day1. Students should count how many more words they read this time.

25 Min.

5 Min.

Sentence Lifting: IG p. 330-331 Verbs: Present, Past, and Future

20 Min.

IWT: MUST DO: 1. Practice reading the story, “Growing Up Amish.” 2. Write a clue for of 5 of the words from the Reading the Words and Sentences. Ask a partner to respond with the correct word from the Reading the Words and Sentences. MAY DO: Students search for words with the suffixes –tion and –ment in both stories. List the words and write their part of speech.

SMALL GROUP: Teacher pulls students to read, “Growing

up Amish”. To meet needs, teacher follows Grammar,

Usage, and Mechanics, Verb Tenses: Present, Past, and Future from ESL SG Rev. Ed. p.224.

60 Min.

15


Lesson 4, Day 3 DATE LESSON TIME

15 PA Lesson 27: IG pp.378Listening for short Vowel Sounds

15 Min.

Reading and Responding: TE Comprehension Strategies: pp. 236-243.Handing-off: Discussion of Story: Revisit Clues, Problems, and Wonderings. Add New Learning to the C/Q Board.

Practice 1 minute fluency read with “Who Were the Shakers?” as outlined in Day 1

30 Min.

15 Min.

GUMS: TE 247FVerb Tenses: Present, Past, and Future RWWB pp. 167-168 Do as a whole group and the Apply Section can be completed in IWT.

30 Min.

Vocabulary: ESL SG REV. ED. P. 224 Compound Words Follow the bullets under the lesson.

20 Min.

Partner read “Growing Up Amish”. Teacher will circulate to listen to the children read.

10 Min.

IWT: MUST DO: 1. RWWB p. 168 Apply Section2. Fluency Practice

May Do: Search for compound words in magazines, newspapers, and other books. List the words the compound words and break the compound words into two separate words. SMALL GROUP: 1. RWWB p. 168 –the Apply Section with teacher guidance to meet needs.2. Fluency Practice: Teacher works with students who need more scaffolding and practice reading: Growing Up Amish”.

1 Hour

16



16 PA Lesson 28: IG p.377Lesson 23: Oral Blending: One-syllable Words

10 Min

Vocabulary: TE p. 247D Compound Words

RWWB: Teach pages 165-166 as a directed lesson up to Apply section which can be completed in IWT.

20 Min.

15 Min.

Reading and Responding: TE Comprehension Skills: Main Idea/Supporting Detail pp. 237 and Making Inferences pp. 239,241. 1 minute reading for fluency. Follow directions from Day1

30 Min.

Theme Connections: TE p. 245. Orally discuss 3 bullets under Think About It. Give students time to Record Ideas in a writing journal. Allow children to discuss Research Ideas both whole group and in small groups. During IWT, they can prepare a way to share their answers. Please add the concepts from the Think About It to the C/Q Board

30 Min.

Reread “Growing Up Amish” and /or “Who Were the Shakers” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.

15 min.

IWT: MUST Do: 1. Practice fluency 2. Work with a group of children to research ideas from TE p.245 Research Ideas. Children may decide on a way in which to present their new learning to the class. MAY DO: Illustrate your information completed from IWT Must Do #2. SMALL GROUP: 1. Complete RWWB Apply Section p. 166 with those students who need extra support.

2. Practice fluency focusing on intonation and prosody.3. Review compound words with those students who

need more support.

60 Min.

17


Lesson 5, Day 1Be prepared to have copies of the story, “The Hoarse Horse” from IG pp. 336-337.Chart the IG Reading the Words and Sentences so students can work with it during IWT.


17 PA: Lesson 29 IG: p. 379 Discrimination: Consonant Sounds in Multisyllabic Words. Add other words

10 Min.

Reading the Words and Sentences: IG: p. 332 Focus: compound words; prefix un-; suffix –less; homophones Follow bullets under About the Words

25 Min.

Dictation: p. 338 Focus: compound words; suffix –less; homophones

25 Min.

IG: Reading and Responding: “The Hoarse Horses” pp. 336-337. Follow Comprehension Strategies in Section 2, pp. 334-335, including: Preview and Prepare; Strategy Use; and Discussing the Selection.Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

35 Min.

Vocabulary: Preteach Selection Vocabulary for anthology from ESL SG Rev. Ed. pp. 226 Follow the bullets. Chart words for IWT.

25 Min.

IWT: MUST DO:1. Practice fluency using “The Hoarse Horse”.2. Make up and write 6 sentences leaving out a word

from the Reading the Words and Sentences in each of the sentences. Trade papers with a partner and fill in the missing words. Have your partner choose a sentence to rewrite and extend adding a who, what, where, when, or how

MAY DO: Create a picture that will include at least 3 of the vocabulary words that were pre-taught. Label the pictures with the correct vocabulary word.SMALL GROUP: Teacher should practice reading with students, “The Hoarse Horse”. *For additional reteach and practice with the prefixes and suffixes use the ESL SG Rev. ED p.225

60 Min.

18


Lesson 5, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences prior to the lesson. It is helpful to copy each line in a different color.Chart the paragraph under Sentence Lifting on p. 330 in IG.

DAY LESSON TIME18 PA Lesson 30: IG pp. 379

Oral Blending: Individual Words. Add other words 10 Min.


25 Min.


20 Min.

Build Background & Preview and Prepare: TE p.248I-248J. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: Chorally read “Just Plain Fancy” pages 248-257, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. Revisit the Clues and Problems.Practice 1minute fluency read using “The Horse Hoarse” as outlined in Day1. Students should count how many more words they read this time.

25 Min.

5 Min.

Sentence Lifting: IG p. 330-331 Verbs: Present, Past, and Future Tenses Use prepared chart and follow bullets

20 Min.

IWT: MUST DO: 1. Practice reading the story, “The Hoarse Horse.” 2. Search for examples of past, present, and future verbs in both “The Hoarse Horse” and “Just Plain Fancy”. Have students fold a piece of paper in three columns labeled: Past, Present, and Future. List the words in the appropriate columns. Students can choose a few words to use in sentences. MAY DO: Write a clue or riddle for each of 6 of the words from the Reading the Words and Sentences. Ask a partner to respond with the correct word from the Reading the Words and Sentences.

SMALL GROUP: Teacher pulls students to read “Just Plain

Fancy.” To meet needs, teacher can reteach

portions of the Reading Words and Sentences from IG or TE and blend or dictate words to students.

60 Min.

19



19 Reading and Responding: TE Comprehension Strategies: pp. 248-258Handing-off: Discussion of Story. Add new learning to C/Q Board.Practice 1minute fluency read with “Just Plain Fancy” as outlined in Day 1.

30 Min.

20 Min.

GUMS; ESL SG Rev ED: p. 228 Subject and Object Pronouns

20 Min.

Vocabulary: IG p 228: Homophones Follow the lesson using “The Hoarse Horse”.

20 Min.

.Fluency Practice using “The Hoarse Horse”. 10 Min.Vocabulary: ESL SG REV. ED. P. 228; Base Word Families: Follow the bullets in the lesson.

20 Min.

IWT: Post testing either whole or small group.MUST DO:

1. Fluency Practice2. Using the words gathered in the homophone

vocabulary lesson, have the students create sentences.

MAY DO: ANAGRAM ACTIVITY: Follow procedure as outlined on p. 10 using the sentences from the Must Do #2.SMALL GROUP: 1. Post Testing and/or review subject and object pronouns. 2. Fluency Practice

1 Hour

20


Lesson 5, Day 4 Preparing for the Lesson: Write the 13 pronouns listed on TE p. 259F.

DAY LESSON TIME20 GUMS: TE 259 F

Subject and Object Pronouns: Following the TE directions,RWWB: pp. 171-172 up to Apply. Do as a directed lesson. The Apply section can be done during IWT.

30 Min.

Reading and Responding: TE Comprehension Skills: Classifying/Categorizing pp. 249,251,253,255Practice 1 minute fluency read: Follow directions from Day 1

30 Min.

Vocabulary: TE p. 259D Homophones

RWWB: pp.169-170 direct instruction up to Apply section which can be done during IWT.

20 Min.

10 Min.

Theme Connections: p. 259 Orally discuss the bulleted questions under Think About It. Give students time to record ideas in their Writing Journals.” Allow students to discuss both whole group and in small groups the Research Ideas.

30 Min.

IWT: Finish up any Post Testing needs whole or small group.MUST DO:1. Practice fluency 2. RWWB: Apply section p. 170. MAY DO: Students will search for subject and object pronouns in “Just Plain Fancy”. They can share their lists with a partner. SMALL GROUP: Post Testing and or:Reteach dictation and spelling to those who need extra support in the ESL SG REV. ED. P. 227

60 Min.

21

intervention/summer school ocr 2000 · web viewlesson 1, day 2. preparing for the lesson: chart the...

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