SUMMER SCHOOL MATERIALS · Web view2. Anagram activity: Write 3 sentences choosing one of the words from the Word Knowledge chart to be included in each of your sentences. Make

SUMMER SCHOOL MATERIALS/GRADE 5, 2002

PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS

INTERVENTION GUIDE INTERVENTION BLACKLINE MASTERS GRADE LEVEL TE UNIT 6 VOCABULARY TRANSPARENCIES #47-53 ENGLISH-LANGUAGE DEVELOPMENT GUIDE COMPREHENSION AND LANGUAGE ARTS SKILLS PAGES FOR UNIT 6, LESSONS 1-5 PHONEMIC AWARENESS LESSONS 1-30 FROM

OCR 2000 (FROM 2000 INTERVENTION GUIDE, pages 322-339)

STUDENT ANTHOLOGIES CHART PAPER SENTENCE STRIPS

ABBREVIATION KEY:IG---INTERVENTION GUIDEIBLM---INTERVENTION GUIDE BLACKLINE MASTERS (INCLUDES FLUENCY PASSAGES AND WORKSHEETS)PA—PHONEMIC AWARENESSTE---TEACHER EDITION FROM CORE PROGRAMCLASWB—COMPREHENSION AND LANGUAGE ARTS SKILLSELDG—ENGLISH-LANGUAGE DEVELOPMENT GUIDE GUMS—GRAMMAR, USAGE, AND MECHANICS

Workshop is included in the 1½ hour OCR block. We gave suggestions for MUST DO’s and MAY DO’s .

Written by Shelly Brower, Aviva Freeman, and Marci Edge

1

Summer School/Fifth Grade OCR 2002

The following guide provides options for the 1½ 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, “A New Life,” pp. 152-153 in the IG for each student. Prechart Word Knowledge and under Preparing to Read in IG p. 291. It is helpful to copy each line in a different color. Refer to Routines 1-5 in Appendix B at the back of the guide.

Schedule and PacingDAY LESSON TIME

1 Word Knowledge: IG, p. 291, Focus: -ous endings; Follow bullets under About the Words. Choose one of the bullets under Developing Oral Language to follow.

20 Min.

Unit Opener: See procedures in packet, Opening the Unit for Fifth Grade, Unit 6

30 Min.

Reading and Responding: IBLM: “A New Life,” pp. 152-153. Follow the bullets under Reading the Selection IG p. 294.

25 Min.

WORKSHOP: Teacher administers Grade 5 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: Students use the story, “A New Life,” to practice fluency and prosody.

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. 362 IG: Oral Blending: Syllables and Word Parts Segmentation: Clapping syllables in names

15 Min.

2


Lesson 1, Day 2Preparing for the lesson: Chart the Word Knowledge from TE in Reading the Words and Sentences 510K prior to the lesson. It is helpful to copy each line in a different color.

DAY LESSON TIME2 Word Knowledge, Reading the Words and Sentences:

TE p. 576G. Follow bullets under About the Words. Choose one bullet under Developing Oral language to follow.

20 Min.

Selection Vocabulary: TE p. 510N. Introduce the vocabulary using vocabulary transparency #47. Remember to focus on the vocabulary strategies used in the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.510M-510N. Remember to chart Clues, Problems and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “The Story of Jumping Mouse”, pages 510-519, 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, Problems, and Wonderings.

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, “A New Life.”MUST DO:

1. Practice Fluency through partner reading of “A New Life”.

2. Write 3 sentences. Each sentence should be a clue to a word from the Word Knowledge chart. Do not use the word in your sentence. Exchange papers with a partner. Your partner figures out the word from your clue and records it after your sentence.

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

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

3

Summer School/Fifth Grade OCR 2002 Lesson 1, Day 3Preparing for the lesson: Chart the paragraph under Writing in IG p. 297.

DAY LESSON TIME3 Reading and Responding: TE, Comprehension Skills:

Sequence, pp. 511,513,515,517,51925 Min.

Discussion of Story: Following the procedure for Handing-off (see Program Appendix p. 34 or Routine Card # 1) conduct a discussion of the story. Add new concepts and questions about the theme to the C/Q Board.

20 Min.Includes set up of procedures and debriefing

Writing: Preteach from IG p. 297 Pronouns. Use the prepared chart to follow the lesson.

25 Min.

WORKSHOP: MUST DO:

1. Practice fluency2. List the pronouns that you find in the selection,

“The Story of Jumping Mouse”. Write the noun the pronoun refers to.

SMALL GROUP: Teacher continues to assess students on fluency using “A New Life”, or works to meet needs working with MUST DO #2.

PA Lessons 4&5: IG pp.365-366Lesson 4: Oral Blending: Initial Consonant Sounds Segmentation: Repeating Word PartsLesson 5: Oral Blending: Initial Consonant Sounds Segmentation: Repeating Word Parts

20 Min.

4


Lesson 1, Day 4Preparing for the Lesson: Run copies of “Gena’s Japanese Adventure” IBLM pp.154-156 to be used during Workshop.

DAY LESSON TIME4 GUMS: TE p. 178-179 Plural Nouns, Pronouns and Verbs:

Complete these pages whole group using the direct instruction model.

30 Min.

Theme Connections: TE p. 521: Orally discuss the 3 bullets under Within the Selection. Give the students time to discuss the two bullets under Across Selection. Discuss in both small group and whole group the bullets under Beyond the Selection. Add any new ideas to the C/Q Board.

30 Min.

Reread “The Story of the Jumping Mouse” and /or “A New Life” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during Workshop.

15 min.

WORKSHOP: MUST DO:

1. Practice fluency using “The Story of Jumping Mouse”, “A New Life”

2. Using the anthology, students should list all the words with the ou spelling. They can then add new words they think of on their own. They should use five of the words in a sentence.

SMALL GROUP: 1. Work on fluency to develop prosody, using “The Story of the Jumping Mouse”, “A New Life”, or Gena’s Japanese Adventure”.

2. Teacher can review nouns, pronouns, and verbs using the ELDG p. 178 with those students who need extra support.

PA Lessons 6&7:IG pp. 367-368Lesson 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

1Hour

5


Lesson 2, Day 1Preparing for the lesson: Make copies of “A Quest for Knowledge” IBLM pp.157-158.

DAY LESSON TIME5 Word Knowledge: IG, p. 300, Focus: Closed

Compounds Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 300-301 15 Min. Reading and Responding: IBLM pp. 157-158: “A Quest for Knowledge”. Follow Comprehension Strategies in IG, p.303.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 Quest for Knowledge”

2. Students use the story “A Quest for Knowledge” to find words containing prefixes and suffixes. They should break the word into the prefix and the root word. Then they should write the meaning of the word using prior knowledge of prefixes and suffixes. Example: rewrite means “to write again”.

Small Group: 1. Preteach for the Word Knowledge from the ELDG pp. 180-181.

2. Fluency practice using “A Quest for Knowledge” focusing on intonation and prosody.

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

20 Min.

6


Lesson 2, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.522K. It is helpful to copy each line in a different color. Prechart the lesson on capitalization in the ELDG p. 185 to use in Workshop.

DAY LESSON TIME6 Reading the Words and Sentences: TE p. 522K.

Follow bullets under About the Words and Developing Oral language.

20 Min.

Selection Vocabulary: TE p. 522N. Introduce the vocabulary using vocabulary transparency #49. Remember to focus on the vocabulary strategies used for the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.522M and 522N. Remember to chart Clues, Problems, and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “Trapped by Ice”, pp. 537, 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 Quest for Knowledge.”

2. Write 3 sentences using words from the Reading the words and Sentences chart. Choose 2 words from the chart for each sentence. Ask a partner to read and extend each of your sentences.

Small Group: 1. Fluency practice using “A Quest for Knowledge” focusing on prosody and intonation.2. GUMS: Capitalization ELDG p. 185.

PA Lessons 10 & 11: IG pp. 369-370Lesson 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: Chart the paragraph printed in bold type under GUMS in IG p. 305.


Cause and Effect pp. 523, 525, 527, 529, 531, 535, 53725 Min.

Discussion of Story: Following the procedure for Handing-off (see Program Appendix p.34 or Routine Card #1) conduct a discussion of the story. Add new concepts and questions about the theme to the C/Q Board.


GUMS IG, p. 305 Capitalization: Use this lesson as a preteach. Follow the bullets in the lesson.

25 Min.

WORKSHOP: MUST DO:

1. Fluency Practice2. Students are to find all the compound words in the

story “Trapped by the Ice”. List the compound words and write the type of compound ie. “open” or “closed”.

MAY DO: Students illustrate an event focusing on the cause and the effect.SMALL GROUP:

1. Teachers pull students to work on fluency from the “A Quest for Knowledge”, or “Trapped by the Ice”. Continue to meet needs on working with capitalization using the ELDG p. 185.

PA Lessons 12 & 13: IG pp.370-371Lesson 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: Run-off copies of IBLM p. 104 for Workshop.

DAY LESSON TIME8 GUMS: TE p.539F: Capitalization

Follow the bullet in the lesson and complete the CLASWB p. 182 as a whole group.

30 Min.

Theme Connections: TE p. 539: Orally discuss the 3 bullets under Within the Selection. Give students time to discuss Across the Selections. Allow students to discuss the three bullets under Beyond the Selection both whole group and in small groups. Add any new ideas to the C/Q Board.

20 Min.

Fluency: CBLM p. 159-161 “Magical Voyages to the Magical Worlds”. Practice the one-minute fluency read as outline in Lesson 2, Day 1.

25 Min.

Reread “Trapped by the Ice”, “A Quest for Knowledge”, or “Magical Voyages to Magical Worlds” 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. Fluency Practice

2. Students can search for the /k/ sound spelled c or k in “Trapped by the Ice”. The students should then circle the letter that follows the c or k. In conclusion, the students should write a general rule for using the spellings c or k.

MAY DO: Write a silly story using as many of the word from the MUST DO #2. Share with a partner and have the partner illustrate your story.SMALL GROUP:

1. Work on fluency to develop prosody using, “Trapped by the Ice”, or “A Quest for Knowledge”.

2. Review Capitalization in Quotations IBLM p. 104 for those who need more work with capitalization.

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.

9


Lesson 3, Day 1Preparing for the lesson: Prechart Word Knowledge in IG p. 308. It is helpful to copy each line in a different color. Make copies of “Albert’s Search”, IBLM pp. 162-163.

DAY LESSON TIME9 Word Knowledge: IG, p.308, Focus: adding –ly to a

word that ends in a silent e. Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 330 15 Min.Reading and Responding: IBLM pp. 162-163: “Albert’s Search”. Follow Comprehension Strategies in IG, p. 311.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 “Albert’s Search”2. Anagram activity: Write 3 sentences choosing one of the words from the Word Knowledge chart to be included in each of your sentences. Make sure to choose a different word 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. Your partner should orally extend your sentence by adding a who, where, what, when, why, or how.

Small Group: Preteach for the Word Knowledge for Day 2 from the ESL SG Rev. Ed. pp. 228-229.

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

20 Min.

10


Lesson 3, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.542K.



20 Min.


20 Min.

Build Background & Preview and Prepare: TE p.542M-542N. Remember to chart Clues, Problems and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “Apollo 11: First Moon Landing” pages 542-563, 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 “Albert’s Search”.

2. List words from either reading selection that end in _ly, or words that could be made into an adverb by adding _ly. Write the page number next to the word.

Small Group: Review –ion, -ly, th diagraph, to those students who need review from the ELDG pp. 187-188.

PA Lessons 18 &19: pp. 373-375Lesson 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.

11


Lesson 3, Day 3Preparing for the lesson: Chart the paragraph printed in bold type under GUMS in IG p. 313.


Main Idea and Details pp. 543, 547,549, 551,557, 561, 563Fact and Opinion, p. 545, 553, 555, 559

30 Min.

Discussion of Story: Following the procedure for Handing-off (see Program Appendix p. 34 or Routine Card # 1) conduct a discussion of the story. Add new concepts and questions about the theme to the C/Q Board.


GUMS: IG p. 313, Adjectives: After the introduction to the lesson, use the prepared chart of bolded paragraph to follow the bullets on p. 313.

20 Min.

WORKSHOP: MUST DO:

1. Practice 1 minute fluency read as outlined in Day 1 for “Albert’s Search”.2.Have students use “Albert’s Search” and find the main idea and details.

MAY DO: Anagram Activity using sentences from “Albert’s Search”.SMALL GROUP:

1. Teachers pull students to work on fluency from “Apollo 11: First moon Landing or “Albert’s Search”.2. GUMS: Review Adjectives and Adverbs using the

ELDG p. 192.

PA Lessons 20 & 21: IG pp.375-376Lesson 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

20 Min.

12


Lesson 3, Day 4DAY LESSON TIME

12 GUMS: TE p. 565F Adjectives and Adverbs: Follow the lesson on the page. For the Practice section students can share out their adverb list taken from the selection that they did during Workshop on Day 2. Complete the CLASWB p. 186 as a directed lesson.

25 Min.

Theme Connections: TE p. 613: Orally discuss the 3 bullets under Within the Selection. Give students time to discuss the two bullets under Across Selections. Give the students time tow work in small groups to discuss Beyond the Selection. Add any new ideas to the C/Q Board.

15 Min.

Fluency Practice: IBLM pp. 164-165 “Down-to-Earth Astronaut”.

25 Min.

Reread “Apollo 11: First moon Landing” and /or “Albert’s Search” 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: 1. Practice Fluency.2. Students will find all the th diagraph words in the story “Apollo 11”.SMALL GROUP:

1. Work on fluency to develop prosody using “Apollo 11”, “Albert’s Search” or “Down-to-Earth”.

2. Review the list of th words the students found in Must Do #2.

PA Lessons 22 & 23: IG pp. 376-377Lesson 22: Oral Blending: One-syllable Words Segmentation: Initial Consonant Sounds Oral SpellingLesson 23: Oral Blending: One-syllable Words Segmentation: Initial Blends

15 Min.

13


Lesson 4, Day 1Preparing for the lesson: Prechart Reading the Words and Sentences in IG pp. 316-317. It is helpful to copy each line in a different color. Make copies of “Lessons for Olga” in the IBLM 166-167.

DAY LESSON TIME13 Word Knowledge: IG, p.316, Focus: Closed Compound

Words Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 316-317 15 Min. Reading and Responding: IBLM 166-167: “Lessons for Olga”. Follow Comprehension Strategies in IG, pp. 318-319.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 “Lessons for Olga”2. Choose 5 different words from lines 1-4 from the Word Knowledge chart. Write a clue for each word. Exchange papers with a partner who will write the word that answers the clue.

Small Group: 1. Practice Fluency 2. Preteach for the Selection Vocabulary ELDG pp. 196 and 197.

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

20 Min.

14


Lesson 4, Day 2Preparing for the lesson: Chart the Reading the Words and Sentences from the TE p.616G. Chart the words and sentences from the Vocabulary section in ESL SG Rev. Ed. p. 238.

DAY LESSON TIME14 Word Knowledge-Reading the Words and Sentences:

TE p. 566K. Follow bullets under About the Words and the first bullet under Developing Oral language. .

20 Min.


15 Min.

Build Background & Preview and Prepare: TE p566M-566N. Remember to chart Clues, Problems, and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “When Shlemiel Went to Warsaw” pages 566-579, 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 using “Lessons for Olga”, as outlined in Day 1

25 Min.

WORKSHOP: MUST DO:

1. Practice Fluency through partner reading with “Lessons for Olga”.

2. Work with a partner to write a silly paragraph using as many words as your can from the Word Knowledge list.

Small Group: 1. Practice Fluency 2. Word knowledge (Strategic)- ELDG p. 195 Focus: -le

PA Lessons 26: IG pp. 378Oral Blending: Initial Vowel Replacement; One-syllable Words

15 Min.

15


Lesson 4, Day 3Preparing for the lesson: Copy “Amazing Animal Navigation” IBLM pp. 168-171. Pre-chart bolded paragraph on p. 321 for GUMS lesson.

DAY LESSON TIME15 Reading and Responding: TE, Comprehension Skills,

Author’s Purpose pp. 567, 569, 571, 573, 575, 577, 579, 581

25 Min.

Discussion of Story: Following the procedure for Handing-off (581A) conduct a discussion of the story. Add new concepts and questions about the theme to the C/Q Board.

Practice 1 minute fluency read as outlined in Day 1 for “Lessons for Olga”.

20 Min

Reading Intervention Selection Two: IG pp. 319-320, IBLM pp. 168-171.

15Min.

GUMS: IG p. 321: Focus: Subject-Verb Agreement 10 Min.WORKSHOP: MUST DO:

1. Practice fluency with “When Shlemiel Went to Warsaw ”, “Lessons for Olga”, and “Amazing Animal Navigation”.

2. Complete the IBLM Worksheets p. 109

MAY DO: Choose one of the sentences from p. 172 in the RWWB to illustrate. Share your illustration with a partner, and have him/her guess which sentence you chose.

1. Teachers pull students to work on fluency.2. Complete the IBLM Worksheets p. 109 with

students who need extra support.

SMALL GROUP:1. Fluency Practice2. Give support to the students who need help

completing IBLM Worksheet p. 190.PA Lessons 27: IG pp.378-379Listening for short Vowel Sounds

20 Min.

16


Lesson 4, Day 4Preparing for the lesson: Copy IBLM Worksheet p.62.

DAY LESSON TIME16 GUMS, TE p. 583 F Review of Types of Sentences,

Subject-Verb Agreement, and Misused Words. Students will complete CLAS p. 192 as a directed lesson.

25 Min.

Theme Connections: TE p. 565: Orally discuss the 3 bullets under Within the Selection. Discuss the two bullets under Across the selection. Give students time both whole group and small group to discuss and answer the two bullets under Beyond the Selection. Add any new ideas to the C/Q Board.

15 Min.

GUMS, ELDG Comparative and Superlative Adjectives p. 199-200.

10 Min.

Reread “When Shlemiel Went to Warsaw”, “Lessons for Olga”, and “Amazing Animal Navigation” 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.

Fine Art, TE pp. 584-585 Follow Viewing the Theme Through Fine Art on the left side of the page.

10 Min.

WORKSHOP: MUST Do:

1. Write sentences using the comparative and superlative forms of the words on the chalkboard. 2.Complete IBLM p. 62.SMALL GROUP:

1. Pull students to work on fluency to develop prosody, “Lessons for Olga”, “When Schlemiel Went to Warsaw”, and “amazing Animal Navigation”.

2. Pull those students who need extras support to complete IBLM Worksheet p. 62.

PA Lessons 28: IG p.379Lesson 28: Oral Blending: One-syllable Words

20 Min.

17


Lesson 5, Day 1Preparing for the lesson: Prechart Word Knowledge in IG p. 325. It is helpful to copy each line in a different color. Run off “The Next Mountain” IBLM pp. 172-173.

DAY LESSON TIME17 Word Knowledge: IG, p.327, Focus: Compound Words

Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG pp. 325-326. 15 Min.Reading and Responding: IBLM pp. 172-173: “The Next Mountain”. Follow Comprehension Strategies in IG, pp.327-328.

One Minute Fluency Practice

30 Min.

WORKSHOP: MUST DO: 1. Practice fluency using “The Next Mountain”.2. Write 3 sentences. Each sentence must include a word from Line 1 and line 2 from the Word Knowledge.May Do:ANAGRAM ACTIVITY: Write a sentence on a sentence strip that includes a word that includes a contraction. Cut out the words, mix them up, and give them to a partner to recreate your sentence and then extend it. Small Group: 1. Practice Fluency 2.Preteach for the Word Knowledge Lesson from the ELDG p. 201.

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

20 Min.

18


Lesson 5, Day 2Preparing for the lesson: Chart the Word Knowledge from TE, p.586K.



20 Min.


20 Min.

Build Background & Preview and Prepare: TE p.586M-586N. Remember to chart Clues, Problems, and Wonderings.

15 Min.

Reading and Responding: TE, Chorally read “The Search” pages 586-599, 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 using “The Next Mountain”, as outlined in Day 1.

25 Min.

WORKSHOP: Post testing either whole or small Group.MUST DO:

1. Practice Fluency through partner reading with “The Next Mountain”.

2. Rewrite and extend each of the 3 sentences from the Word Knowledge chart by adding a when to each of the sentences.

MAY DO:Anagram Activity

Small Group: 1. Practice Fluency2. ELDG p. 202 Focus: Contractions

PA Lessons 30: IG pp. 379Oral Blending: Individual Words. Add other words

10 Min.

19


Lesson 5, Day 3Preparing for the lesson: Copy IBLM pp. 174-175, “The Mystery of the Monarchs”.

DAY LESSON TIME19 Comprehension Skills: Author’s Point Of View pp. 587,

589, Making Inferences p. 591, 593, 595, 597, 599 25 Min.

Discussion of Story: TE p.599A Following the procedure for Handing-off, conduct a discussion of the story. Add new concepts and questions about the theme to the C/Q Board.

Practice 1minute fluency read using “The Next Mountain”, as outlined in Day 1.

30 Min

Reading Intervention Selection Two: IG pp. 328-329, IBLM pp. 174-175.

10 Min.

WORKSHOP: Post Test whole group or small groupMUST DO:

1. Practice fluency using “The Search”, “The Next Mountain” and “The Mystery of the Monarchs”.

2. Students search for words ending in –ing in the anthology selection. They should list the words on paper and share their lists with a partner.

MAY DO: Use the –ing words gathered in Must do #2, write a sentence in the present tense.SMALL GROUP

1. Teachers pull students to work on fluency.2. ELDG p. 206 focus: Sentence Fragments.

25 Min.

20


Lesson 5, Day 4Preparing for the lesson: Chart the paragraph written in bold type in IG p. 330 for Sentence Lifting lesson. Copy IBLM Worksheet p. 81.

DATE LESSON TIME20 Word knowledge: ELDG p. 203 focus: Inflectional Endings

Follow the bullets under about the Words and Sentences30 Min.

Theme Connections: TE p. 601: Orally discuss the 3 bullets under Within the Selection. Discuss the two bullets under Across the selection. Give students time both whole group and small group to discuss and answer the two bullets under Beyond the Selection. Add any new ideas to the C/Q Board.

Practice 1minute fluency read as outlined in Day 1 for “ The Mystery of the Monarchs”.

25 Min.

Reteaching Sentence fragments: IG p. 330 Use the prepared chart to follow the lesson.

10 Min.

Reread “The Search”,” The Next Mountain” or “The Mystery of the Monarchs” 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: Complete any post testingMUST DO:

1. Fluency Practice 2. IBLM Worksheet p.81.

MAY DO: Anagram Activity

Small Group:1. Continue post assessment.2. Practice Fluency.3. Give additional support to students who need help

with IBLM worksheet p.81.

15 Min.

21

Documents

SUMMER SCHOOL MATERIALS · Web view2. Anagram activity: Write 3 sentences choosing one of the words from the Word Knowledge chart to be included in each of your sentences. Make