summer school materials · web view: syllables and . word parts. segmentation: clapping . syllables...

SUMMER SCHOOL MATERIALS/GRADE 4, 2002

PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS

INTERVENTION GUIDE and INTERVENTION BLACKLINE MASTERS STUDENT EDITION

GRADE LEVEL TE UNIT 6 VOCABULARY TRANSPARENCIES #34-38 ENGLISH-LANGUAGE DEVELOPMENT GUIDE COMPREHENSION AND LANGUAGE ARTS SKILLS

WORKBOOK PAGES FOR UNIT 6, LESSONS 1-5 PHONEMIC AWARENESS LESSONS 1-30 FROM OCR 2000

(FROM 2000 INTERVENTION GUIDE, pages 322-339) CHART PAPER SENTENCE STRIPS

ABBREVIATION KEY:IG---INTERVENTION GUIDE IBLM—INTERVENTION BLACKLINE MASTERSPA—PHONEMIC AWARENESSTE---TEACHER EDITION FROM CORE PROGRAMCLASWB—COMPREHENSION AND LANGUAGE ARTS SKILLS WORKBOOKELDG—ENGLISH LANGUAGE DEVELOPMENT GUIDEGUMS—GRAMMAR, USAGE, AND MECHANICS

Workshop is included in the 1 1/2 hour OCR block. We gave suggestions for MUST DO’s but included only a few MAY DO’s because of the time constraints.

Written by: Shelly Brower, Aviva Freeman, and Marci Edge

1

Summer School/Fourth Grade OCR 2002

The following guide provides options for the 1 1/2 hour OCR block. Adjustments can be made to meet students’ needs.

Lesson 1, Day 1Be prepared to open the unit and have copies of the story, “The First American Settlers,” pp. 137-138 in the IBLM for each student. Prechart the Word Knowledge in IG p. 261. It is helpful to copy each line in a different color.

Schedule and PacingDAY LESSON TIME

1 Word Knowledge: IG, p. 261. Focus: /j/ spelled g Follow bullets under About the Words and Developing Oral Language

20 Min.

Unit Opener: See procedures in packet, Opening the Unit for Fourth Grade, Unit 6. Remember to read the Read Aloud, “the Colonies”, pp.483L-483M

35 Min.

Reading and Responding: “The First American Settlers” (IBLM 137-138), Follow the bullets under Reading the Selection in IG p. 264.

20 Min.

WORKSHOP: Teacher administers Grade 4 Pre-Assessment either whole class or in groups. If you choose to pre-assess in small groups, begin on this day, and continue during WORKSHOP the next day while the rest of the class works on a Must Do.MUST DO: Write 3 sentences. Choose one of the words from the Word Knowledge chart to include in each sentence. Choose a different word for each sentence. Rewrite each sentence and extend it adding a who, what, where, when or how.

It is very likely that you will have students who have problems discriminating the sounds that make up words. For that reason, we are inserting Phonemic Awareness lessons into this plan. You may choose to use 5 to 10 minutes at the beginning of the day to provide these lessons whole group, or directly teach in a small group during IWT to meet students’ needs. PA Lesson 1 P. 322: Oral Blending: Syllables and Word Parts Segmentation: Clapping syllables in names

15 Min.

2


Lesson 1, Day 2Preparing for the lesson: Chart the words from TE in Word Knowledge, 484K. It is helpful to copy each line in a different color.

DAY LESSON TIME2 Word Knowledge: TE p. 484K-484L. Follow bullets

under About the Words and Developing Oral Language.

20 Min.

Selection Vocabulary: TE p. 484N. Introduce the vocabulary using vocabulary transparency #34. Remember to focus on the vocabulary strategies used in the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.484M. Remember to chart Clues and Problems and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “Early America” pages 484-489, 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.

25 Min.

WORKSHOP: Whole or small group continue pre-assessment testing if not finished on Day 1. Teacher can also assess fluency using the IG selection, “The First American Settlers”.MUST DO:

1. Practice Fluency through partner reading of “The First American Settlers”

2. Find and list words from “Early America” that begin with prefixes, dis, and un.

SMALL GROUP: 1. Assess fluency using “The First American Settlers”,

2. To meet needs, use ELDG p. 261-262 for Dictation

PA Lessons 2 & 3: pp. 323-324Lesson 2: Oral Blending: Syllables and Word Parts Segmentation: Clapping Syllables in Names and WordsLesson 3: Oral Blending: Initial Consonant Sounds

More time as needed for IWT MUST and MAY DO’S as well as TEACHER DIRECTED SMALL GROUPS can be inserted into other parts of the day.

10 Min.

3


Lesson 1, Day 3Preparing for the lesson: Chart the paragraph printed in bold type under Sentence Lifting in IG p. 290.

DAY LESSON TIME3 Supporting the Reading: TE p. 489C Follow the Teach

and Guided Practice. Create a chart in place of the transparency. Show how the chart is set up to be used for the Reading and Responding comprehension skills.

10 Min.

Reading and Responding: TE, Comprehension Skills: Classifying and Categorizing, pp. 485, 487, 489 Use the chart that you set up in Supporting the Reading.

30 Min.

Discussion of Selection: Following the procedure for Handing-off, p. 489A, conduct a discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board.

15 Min.Includes set up of procedures and debriefing

CLASWB: pp. 186-187 Do as a direct instruction lesson following the directions in the Independent Practice. Work up to the Apply on p. 187 of the workbook which can be completed during workshop.

20 Min.

WORKSHOP: MUST DO: 1. Practice fluency using “Early America”.2. Complete the Apply section on p. 187 in CLASWB.

SMALL GROUP: Teacher continues to assess students on fluency using “The First American Settlers”, or work to meet needs continuing with Apply section on p. 187 in CLASWB.

PA Lessons 4&5: pp.325-326Lesson 4: Oral Blending: Initial Consonant Sounds Segmentation: Repeating Word PartsLesson 5: Oral Blending: Initial Consonant Sounds Segmentation: Repeating Word Parts

15 Min.

4


Lesson 1, Day 4Preparing for the lesson: Make copies of IBLM worksheet 81

DAY LESSON TIME4 GUMS: IG p. 266 Parts of Speech Follow the bullets and

give examples of nouns, verbs, adjectives, and adverbs. Continue the lesson using IBLM worksheet 81 as a guided practice.

30 Min.

Theme Connections: TE p. 491: Orally discuss the 3 bullets under Within the Selection. Give students time to record the ideas in their Writer’s notebook in a writing journal. Continue to discuss Across and Beyond the Selection.Add any new ideas to the C/Q Board.

30 Min.

Reread “Early America” and /or “The First American Settlers. Teacher circulates to monitor reading and determine who needs extended help during IWT.

15 min.

WORKSHOP: MUST DO: Complete IBLM Worksheet 82.SMALL GROUP:

1. Work on fluency to develop prosody, using “Early America” or “The First American Settlers”

2. Work with IBLM Worksheet 82 to meet individual needs.

PA Lessons 6&7: pp. 326-328Lesson 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.

5


Lesson 2, Day 1Preparing for the lesson: Prechart Word Knowledge in IG p. 269. It is helpful to copy each line in a different color. Make copies of “A Child’s Life in Colonial Days” IBLM pp. 141-142.

DAY LESSON TIME5 Word knowledge: IG, p. 269, Focus: Long I spelled

_igh, _y, _ie, and _i. Follow bullets under About the Words and Developing Oral Language. The Teacher Tip at the bottom of the page 292 is helpful in teaching about the schwa sound in the unaccented syllable.

20 Min.

Dictation and Spelling: pp. 269-270 15 Min. Reading and Responding: IG pp. 271-272: Follow the IG lesson for Intervention Selection One, “A Child’s Life in Colonial Days” (IBLM pp.141-142) in IG, p. 271 through Reading the Selection p.272.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.

30 Min.

WORKSHOP: MUST DO: 1. Practice fluency from “A Child’s Life in Colonial Days”2. Write 4 sentences. Choose a different word from the Word Knowledge chart to include in each sentence.MAY DO:Exchange papers with a partner. Your partner rewrites your sentence by adding 1 descriptive word, and extends the sentence by adding a who, what, where, when or how part to the sentence.SMALL GROUP: Preteach for the Word Knowledge for Day 2 from the ELDG pp. 224-226.

PA: Lessons 8 & 9: pp. 328-329Lesson 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

25 Min.

6


Lesson 2, Day 2Preparing for the lesson: Chart the Word Knowledge from TE in Reading the Words and Sentences p.492K. It is helpful to copy each line in a different color. Chart the sentences under Reviewing Previously Learned Capitalization Rules in the ESLG Rev. Ed. p. 229.

DAY LESSON TIME6 Word Knowledge: Reading the Words and Sentences

TE p. 492K-492L Follow bullets under About the Words and Developing Oral language.

20 Min.

Selection Vocabulary: TE p.492N Introduce the vocabulary using vocabulary transparency #35. Remember to focus on the vocabulary strategies used for the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.492M. Remember to chart Clues, Problems and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “The Voyage of the Mayflower” pages 510-517, 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 minute fluency read as outlined in Day1.

25 Min.

WORKSHOP: MUST DO:

1. Practice Fluency through partner reading of “A Child’s Life in Colonial Days.”

2. Write a clue sentence for one of the selection vocabulary words. Share your sentence with a partner so your partner can figure out the word.

Small Group: Preteach GUMS. Use your prepared chart for Reviewing Capital letters in ELDGp. 229

PA Lessons 10 & 11: pp. 329-330Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds Lesson 11: Oral Blending: Initial Consonant Sounds Segmentation: Initial Consonants

10 Min.

7


Lesson 2, Day 3Preparing for the lesson: make copies of IBLM Worksheet 84.

DAY LESSON TIME7 Supporting the Reading: TE p. 497C Use chart paper

instead of the transparency to show information about making inferences while directly teaching the comprehension skills.Reading and Responding: TE, Comprehension Skills: Making Inferences, pp. 493, 495, 497

30 Min.

Discussion of Selection: Following the procedure on p. 497A. Conduct a discussion of the story. Revisit the Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board.


GUMS: TE p. 299F Follow the bullets under Teach and continue with the CLASWB p. 196 as a guided practice instead of an independent practice.

20 Min.

WORKSHOP: MUST DO:

1. Practice 1 minute fluency read as outlined in Day 1.2. Partner read “The Voyage of the Mayflower.3. IBLM Worksheet 84 on Capitalization and

punctuation. SMALL GROUP:

1. Teachers pull students to work on fluency from the “A Child’s Life in Colonial Days”, or “The Voyage of the Mayflower”

2. Pull students to reteach GUMS, capitalization and punctuation in IG p. 274.

PA Lessons 12 & 13: pp. 330-331Lesson 12: Oral Blending: Initial Consonant Sounds Segmentation: Initial ConsonantsLesson 13: Oral Blending: Initial Consonant Sounds Segmentation: Dropping final Consonants

20 Min.

8


Lesson 2, Day 4Preparing for the lesson: Make copies of IBLM selection, “The Clever Whitewasher” pp. 143-144, AND WORKSHEET 85. Chart the sentences from the “chalkboard” in ELDG p. 230.

DAY LESSON TIME8 Theme Connections: TE p. 499: Orally discuss the 2 bullets

under Within the Selection. Give students time to do record ideas in their Writer’s Notebook. Continue to discuss Across and Beyond the Selection. Add any new ideas to the C/Q Board.

20 Min.

Intervention Selection Two: Follow the bullets in IG on pp. 272-273 for “The Clever Whitewasher”, IBLM pp. 143-144

30 Min.

Practicing Punctuation Marks: ELDG p. 230 Use your prepared chart to follow the bullets.

15 Min.

Reread “The Voyage of the Mayflower” and /or “The Clever Whitewasher” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during Workshop.Practice one minute fluency read as outlined in Day 1.

10 min.

WORKSHOP: MUST DO: 1. Complete IBLM Worksheet 85, Capitalization and Punctuation. SMALL GROUP:

1. Work on fluency to develop prosody, “The voyage of the Mayflower”, or “The Clever Whitewasher”.

2. Work with students using IBLM Worksheet 85 to meet individual needs.

PA Lessons 14 & 15: pp. 331-332Lesson 14: Oral Blending: Initial Consonant Sounds Segmentation: dropping final consonantsLesson 15: Oral Blending: One-syllable Words Segmentation: Restoring Final Consonant Sounds

15 Min.

9


Lesson 3, Day 1Preparing for the lesson: Prechart the Word Knowledge in IG p. 276. It is helpful to copy each line in a different color. Run off “A Visit to Williamsburg” IBLM pp. 145-146.

DAY LESSON TIME9 Word Knowledge: IG, p.276, Focus: Long u sound

spelled _ue, _ew, u and u_eFollow bullets under About the Words and Developing Oral Language.

20 Min.

Dictation and Spelling: IG p. 276-277 15 Min.Reading and Responding: IBLM pp. 145-146: “A Visit to Williamsburg”. Follow the lesson for Intervention Selection One in IG, p. 278 through Reading the Selection p.272.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.

30 Min.

WORKSHOP: MUST DO: 1. Practice fluency from “A Visit to Williamsburg”2. Anagram Activity: Write 3 sentences. Choose 2 words from the Word Knowledge chart to include in each of your sentences. Make sure to choose a different set of words for each of the 3 sentences. Then select one of your sentences to write onto a sentence strip. Cut out the words, shuffle them, and give them to a partner to recreate your sentence.SMALL GROUP: Preteach for the Word Knowledge for Day 2 from the ELDG pp. 231-233.

PA: Lessons 16 & 17: pp. 332-333 Lesson 16: Oral Blending: One-syllable Words Segmentation: Dropping Final ConsonantsLesson 15: Oral Blending: One-syllable Words; Rhyming Words

25 Min.

11


Lesson 3, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.502K

DAY LESSON TIME10 Word Knowledge: TE p. 502K-502L Follow bullets

under About the Words and Developing Oral language.20 Min.

Selection Vocabulary: TE p. 502N. Introduce the vocabulary using vocabulary transparency #36. Remember to focus on the vocabulary strategies used for the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.502M. Remember to chart Clues, Problems and Wonderings

15 Min.

Reading and Responding: TE, Chorally read “Pocahontas” pages 502-505, 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 minute fluency read as outlined in Day 1

25 Min.

WORKSHOP: MUST DO:

1. Practice Fluency through partner reading with “A Visit to Williamsburg”.

2. Make a list of the proper nouns in “PocahontasSMALL GROUP:Pull students to read “A Visit to Williamsburg” for intonation and prosody.

PA Lessons 18 &19: pp. 333-335Lesson 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

10 Min.

12


Lesson 3, Day 3Preparing for the lesson: Make copies of IBLM Worksheet 86 and 87.

DAY LESSON TIME11 Reading and Responding: TE, pp.503, 505, Author’s

PurposeLiterary Elements TE p. 505D, consistency of Character and Relationships

25 Min.

Discussion of Story: Following the procedure for Handing-off p. 505A conduct a discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board.


GUMS: IG, p. 281, Prepositional Phrases Follow the bullets under Prepositional Phrase through Guided Practice working with IBLM worksheet 86.

20 Min.

WORKSHOP: MUST DO:

1. Practice 1 minute fluency read as outlined in Day 1 for “A Visit to Williamsburg”.2. Write a paragraph in your own words that shows the character of Pocahontas. Use the information the author of “Pocahontas” gives to show the Pocahontas’ personality.

MAY DO: Share your paragraph with a partner. You can add information to each other’s paragraphs. SMALL GROUP:

1. Preteach Vocabulary Strategies: 2. Work with IBLM Worksheet 87 to meet needs

PA Lessons 20 & 21: pp. 335-336Lesson 20: Oral Blending: Final Consonant Sounds; One- syllable words Segmentation: Isolating Final ConsonantsLesson 21: Oral Blending: One-syllable words; individual words; Listening for Short Vowel Sounds

25 Min.

13


Lesson 3, Day 4Preparing for the Lesson: Make copies of IBLM pp. 147-148 “She Was First”.

DAY LESSON TIME12 Theme Connections: TE p. 507 Orally discuss the 2 bullets

under Within the Selection. Give students time to record ideas in their Writer’s Notebook. Continue to discuss Across and Beyond the Selections.

15 Min.

Reading Intervention Selection Two: IG Follow the bullets on pp. 279-280 for the IBLM pp. 147-148, “She Was First”.

30 Min.

GUMS: TE, p. 507 Words, Phrases, and Clauses as Modifiers: The bullets under Teach can be used along with the ELDG p. 235 for teaching the lesson. Continue with CLASWB p.201 using direct instruction.

25 Min.

Reread “Pocahontas” and /or “She Was First” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.Practice one minute fluency read as outlined in Day 1.

10 min.

WORKSHOP: MUST DO: Work with a partner to find and write the prepositional phrases that begin with in or on in the first 3 paragraphs of “She Was First”. SMALL GROUP:

Continue to work on fluency to develop prosody using “Pocahontas,” and “She Was First”

PA Lessons 22 & 23: pp. 336-337Lesson 22: Oral Blending: One-syllable Words Segmentation: Initial Consonant Sounds Oral SpellingLesson 23: Oral Blending: One-syllable Words Segmentation: Initial Blends

10 Min.

14


Lesson 4, Day 1Preparing for the lesson: Prechart Reading the Words and Sentences in IG p. 284. It is helpful to copy each line in a different color. Run off “Lewis and Clark” IBLM pp. 149-150.

DAY LESSON TIME13 Reading the words and Sentences: IG, p.284, Focus:

/er/ spelled ar Follow bullets under About the Words and Developing Oral Language.

15 Min.

Dictation: IG p. 284 15 Min. Reading and Responding: IBLM pp. 149-150: “Lewis and Clark”. Follow the bullets under Intervention Selection One IG p. 286 through Reading the Selection p. 287. 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.

30 Min.

Preteach Vocabulary for Anthology Selection: IG p. 285 Follow the first bullet to apply decoding skill to sound out the words.

10 Min.

WORKSHOP: MUST DO: 1. Practice fluency using “Lewis and Clark”2. Write 5 sentences. Each sentence should be a clue for one of the Word Knowledge words. Do not use the word in your clue. Exchange papers with a partner who will give the answers to the clues.SMALL GROUP: Preteach Word Knowledge for Day 2, ELDG pp.237-239

PA: Lessons 24 & 25: pp. 337-338 Lesson 24: Oral Blending: One-syllable Words Segmentation: Initial BlendsLesson 25: Oral Blending: Initial Vowel Replacement One-syllable Words

20 Min.

15


Lesson 4, Day 2Preparing for the lesson: Chart the Reading the Words and Sentences from TE p.508K. It is helpful to copy each line in a different color.

DAY LESSON TIME14 Reading the Words and Sentences: TE p. 508K.

Follow bullets under About the Words and Developing Oral language.

20 Min.


20 Min.

Build Background & Preview and Prepare: TE p.508M. Remember to chart Clues, Problems and Wonderings

15 Min.

Reading and Responding: TE, Chorally read the first part of the selection, “Martha Helps the Rebel” pages 508-513, stopping for 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 minute fluency read using “Lewis and Clark”, as outlined in Day 1

25 Min.

WORKSHOP: MUST DO:

1. Practice Fluency through partner reading using “Lewis and Clark” or reading the first part of “Martha Helps the Rebel”.

SMALL GROUP:Pull students to develop fluency and prosody using “Lewis and Clark” or the first part of “Martha Helps the Rebel”.

PA Lesson 26: pp. 338Oral Blending: Initial Vowel Replacement; One-syllable Words

10 Min.

16


Lesson 4, Day 3Preparing for the lesson: Chart the Kinds of Sentences on the “chalkboard” from ELDG p. 241. Make copies of CLASWB p. 208.

DAY LESSON TIME15 Reading and Responding: TE, Chorally read the second

part of “Martha Helps the Rebel”, pp. 514-517, stopping for the comprehension strategies on the left hand side of the page.

25 Min.

Discussion of Story: Following the procedure for Handing-off p. 517A, conduct a discussion of the story. Revisit Clues, Problems, and wonderings. Add new concepts and questions about the theme to the C/Q Board.

Practice 1 minute fluency read as outlined in Day 1 for “Lewis and Clark”.

20 Min

GUMS: Use the precharted Kinds of Sentences from ELDG p. 241 and the Sentence Structure on p. 242 to follow TE GUMS p. 519F. Do CLASWB p. 208 as a guided lesson.

25 Min.

WORKSHOP:

MUST DO: 1. Practice fluency with “Martha Helps the Rebel” and/or “Lewis and Clark”2. Find 1 example of each sentence type in the selection, “Martha and the Rebel”. Copy the sentence, but leave out the punctuation mark. Exchange papers with a partner to put in the appropriate punctuation mark. After each sentence, your partner writes declarative, exclamatory, interrogative, or imperative.

SMALL GROUP: 1. Teachers pull students to work on fluency.2. Work with students to identify sentence types from

the selection.

PA Lessons 27: pp. 338-339Listening for Short Vowel Sounds

20 Min.

17


Lesson 4, Day 4Preparing for the Lesson: Chart the paragraph in bold type in IG p. 290. Make copies of IBLM Worksheets 88 and 89.

DAY LESSON TIME16 Reading and Responding, TE Compare and Contrast,

pp. 509, 511, 513, 515, 517.25 Min.

CLASWB p. 206 Compare and Contrast Teach as a guided lesson.

10 Min.

Theme Connections: TE p. 519 Discuss the bullets under Within the Selection. Give students time to record the ideas in their Writer’s Notebook. Add any new ideas to the C/Q Board.Practice one minute fluency read as outlined in Day 1.

15 Min.

GUMS: Reteaching compound Sentences, IG pp. 289-290:Use the prepared chart of the bolded paragraph to teach the lesson. Continue in a guided practice using IBLM worksheet 88.

25 Min.

WORKSHOP: MUST DO:

1. Fluency practice using “Martha Helps the Rebel”.2. Complete IBLM Worksheet 89 on Compound

Sentences.SMALL GROUP:

1. work on fluency to develop prosody using the selections

2. Pull students based on needs to work on IBLM worksheet 89.

PA Lesson 28: p.339Lesson 28: Oral Blending: One-syllable Words

15 Min.

18


Lesson 5, Day 1Preparing for the lesson: Chart the Word Knowledge in IG p. 292. It is helpful to copy each line in a different color. Run off “A Festival of Crows” IBLM pp. 155-156.

DAY LESSON TIME17 The poetry lesson on pp. 520-521 can be done on the

last day of school.Word Knowledge: IG, p.292, Focus: Suffix _ness meaning quality or state of being Follow bullets under About the Words and Developing Oral Language.

20 Min.

Dictation: IG p. 322 15 Min.Reading and Responding: In this lesson, begin with using the second intervention selection, IBLM pp. 155-156: “A Festival of Crows”. Follow the bullets under Intervention Selection Two, IG pp. 295-296 through Reading 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.

30 Min.

WORKSHOP: MUST DO: 1. Practice fluency using “A Festival of Crows”.2. Think about something you can visualize as you read “A Festival of Crows”, Write a paragraph about it in your own words telling what you can visualizeMAY DO:Illustrate your paragraph showing your visualization. Show your illustration to a partner so he/she can guess to what part of the story the picture relates.SMALL GROUP:

1. Pull students to practice fluency using “A Festival of Crows”.

2. Preteach Word Knowledge for Day 2 from ELDG pp. 243-245.

PA: Lesson 29: p. 339 Discrimination: Consonant Sounds in Multisyllabic Words. Add other words.

25 Min.

19


Lesson 5, Day 2Preparing for the lesson: Chart the Word Knowledge from TE, p.522K. It is helpful to copy each line in a different color

DATE LESSON TIME18 Word Knowledge: TE p. 522K. Follow bullets under

About the Words and Developing Oral language.20 Min.


20Min.

Build Background & Preview and Prepare: TE p.532M. Remember to chart Clues and Problems and wonderings

15 Min.

Reading and Responding: TE, Chorally read “Going West” pages 522-529, stopping to use 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 minute fluency read using “A Festival of Crows”, as outlined in Day 1

25 Min.

WORKSHOP: MUST DO:

1. Practice Fluency through partner reading with “The Festival of Crows”.

2. List words in “Going West” that contain words with the Long e sound spelled e, e_e, _ie, _y, ee or ea.

You can set up your paper as follows:e e_e _ie _y ee eaList your words under the appropriate column.

SMALL GROUP:To meet fluency needs, practice fluency using “The Festival of Crows”

PA Lesson 30: pp. 339Oral Blending: Individual Words. Add other words

10 Min.

20


Lesson 5, Day 3Preparing for the lesson: Chart the paragraph printed in bold type for Sentence Lifting in IG p. 323.

DAY LESSON TIME19 Reading and Responding: TE, Comprehension Skills,

Sequence pp.523, 525, 527, 52925 Min.

Comprehension Skills, Sequence TE pp. 529C Instead of using the transparency, chart the sequence using a Flow Map or other visual.

20 Min.

Discussion of Story: Following the procedure for Handing-off p. 529A conduct a discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board.

Practice 1 minute fluency read as outlined in Day 1 for “A Festival of Crows”.

15 Min

GUMS: IG, p.297 Follow the bullets under Common Irregular Verbs. Continue doing IBLM Worksheet 90 as a guided lesson just to circle the irregular verbs. The sentences can be written during Workshop.

15 Min.

WORKSHOP: Post Test whole group or small groupMUST DO:

1. Practice fluency with “Going West”.2. Complete Worksheet 90 by copying the sentences

correctly on the lines. SMALL GROUP

Teacher either tests in small groups or pulls students for fluency.

15 Min.

21


Lesson 5, Day 4Preparing for the lesson: Make copies of IBLM, “The Town Crier” pp. 153-154, and IBLM Worksheet 91.

DAY LESSON TIME20 Sequence: TE p. 529D

Follow the directions for Independent Practice to guide students through the Focus and Identify sections of CLASWB p. 214. Page 215 can be completed during Workshop.

20 Min.

Theme Connections: TE p. 531: Orally discuss the 2 bullets under Think About It. Give students time to record ideas in their writing journal. Add any new ideas to the C/Q Board.

15 Min.

Reading and Responding, IBLM pp. 153-154: “The Town Crier”. Follow the bullets under Intervention Selection One IG p. 294-295 through Reading the Selection.

25 Min.

Common Irregular Verbs, IBLM Worksheet 91: Guide the students in circling the correct form of the irregular verb. They can complete the worksheet by copying the sentences correctly during Workshop.

15 min.

WORKSHOP: Continue to post test whole or small groupMUST DO: 1. Complete CLASWB p. 215.2. Complete IBLM Worksheet 91.SMALL GROUP:

1. Post testing or work with students to meet needs using CLASWB p. 215.

15 Min.

22

summer school materials · web view: syllables and . word parts. segmentation: clapping . syllables...

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