SUMMER SCHOOL MATERIALS



SUMMER SCHOOL MATERIALS/GRADE 3, 2002

• PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS

• INTERVENTION GUIDE and INTERVENTION BLACKLINE MASTERS

• GRADE LEVEL TE UNIT 6

• VOCABULARY TRANSPARENCIES # 39-44

• 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 Gr.2 Intervention Guide, pages 322-339)

• CHART PAPER FOR LESSONS

• SENTENCE STRIPS

ABBREVIATION KEY:

IG---INTERVENTION GUIDE

IBLM—INTERVENTION BLACKLINE MASTERS

PA—PHONEMIC AWARENESS

TE---TEACHER EDITION FROM CORE PROGRAM

CLASWB—COMPREHENSION AND LANGUAGE

ARTS SKILLS WORKBOOK

ELDG—ENGLISH LANGUAGE DEVELOPMENT

GUIDE

GUMS—GRAMMAR, USAGE, AND MECHANICS

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

Written by: Shelly Brower, Aviva Freeman and Marci Edge

Summer School/Third Grade OCR 2002

Lesson 1, Day 1

Preparing for the lesson: Be prepared to open the unit and have copies of the story, “The Country Girl” pp.151-152 in the IBLM for each student.

Schedule and Pacing

|DAY |LESSON |TIME |

|1 |PA Lesson 1 P. 322: Oral Blending: Syllables and |10 Min. |

| |Word Parts | |

| |Segmentation: Clapping | |

| |syllables in names | |

| |Blending Strategic: p. 161 ELDG: Suffixes: _lbe and |25 Min. |

| |_ness You will blend the words in both gray boxes for this lesson. Choose two | |

| |sentences from each box. | |

| |Follow the bullet under About the Words and Sentences | |

| |Dictation and Spelling: p. 162 ELDG: Suffixes: _ible and _ness |25 Min. |

| |Unit Opener: TE pp. 196-197R Refer to Unit Opener packet for Grade 3. |45 Min. |

| |IG: Reading and Responding: “The Country Girl” (found in IBLM). Follow Comprehension |25 Min. |

| |Strategies under Reading the Selection p. 294 | |

| |WORKSHOP: Teacher administers Grade 3 Pre-Assessment either whole class or in |50 Min. Total |

| |groups. |25 min. for flexible |

| |MUST DO: Students use the story, “The Country Girl,” to compare and contrast their |grouping. |

| |lives to the life that Mary Jane Jones wrote about in the story. Have the students |25 min. for |

| |create a chart that list similarities and differences. Then have them write a letter|preteaching the |

| |to a friend explaining their life. |Selection Vocabulary |

| |Instead of working with a small group today, preteach the anthology vocabulary to the| |

| |whole class. | |

| |IG p. 292 Preteaching the Selection Vocabulary. | |

Summer School/Third Grade OCR 2002

Lesson 1, Day 2

Preparing for the lesson: Chart the words from TE in Word Knowledge, p. 198K, prior to the lesson. It is helpful to copy each line in a different color.

Run off p. 87 in IBLM Worksheets.

|DAY |LESSON |TIME |

|2 |PA Lessons 2 & 3: pp. 323-324 |10 Min. |

| |Lesson 2: Oral Blending: Syllables and Word Parts | |

| |Segmentation: Clapping Syllables in Names | |

| |and Words | |

| |Lesson 3: Oral Blending: Initial Consonant Sounds | |

| |Word Knowledge: TE 198K Follow bullets under About the Words and Sentences |20 Min. |

| |Selection Vocabulary: TE p. 198N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #39. Remember to focus on the vocabulary strategies used in the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.198M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings. | |

| |Reading and Responding: Chorally read, “The Country Mouse and the City Mouse” pp. |30 Min. |

| |198-201, stopping to model the comprehension strategies on the left hand side of the | |

| |TE pages. Teacher’s voice is included in the choral read as a model. | |

| |GUMS: IG: p. 296: Commas in Series. Complete |25 Min. |

| |IBLM Worksheet 87 as a whole class | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency using the “The Country Girl”. | |

| |2. Fold a paper in half and title the first column _ble and the second column _ness. | |

| |Look through “The Country Mouse and the City Mouse” to find words to put in each | |

| |column. | |

| |MAY DO: Write a few sentences or a paragraph about a time when you have visited | |

| |someplace fun. Write about what you saw. Exchange your paper with a partner and | |

| |have your partner illustrate your writing. | |

| |SMALL GROUP: Teacher pulls students to assess oral fluency, using the story, “The | |

| |Country Girl.” | |

| | | |

Summer School/Third Grade OCR 2002

Lesson 1, Day 3

Preparing for the lesson: Run off “Life on the Prairie” IBLM pp. 153-154

|DATE |LESSON |TIME |

|3 |PA Lessons 4&5: pp.325-326 |15 Min. |

| |Lesson 4: Oral Blending: Initial Consonant Sounds | |

| |Segmentation: Repeating Word Parts | |

| |Lesson 5: Oral Blending: Initial Consonant Sounds | |

| |Segmentation: Repeating Word Parts | |

| |Reading and Responding: Comprehension Skills, TE Compare and Contrast pp. 199,201 |30 Min. |

| |Discussion of Story: Following the procedure for Handing-off, conduct a discussion of |20 Min. |

| |the story. Revisit Clues, Problems and Wonderings. Add new concepts to the C/Q Board. |Includes set up of |

| | |procedures and |

| | |debriefing |

| |GUMS: TE p. 203F. Commas in a Series Do a directed lesson using CLASWB pp.166-167 |15 Min. |

| |Reading Intervention Selection Two: “Life on the Prairie” IBLM, pp. 153-154 Follow |30Min. |

| |bullets in IG pp.294-295. | |

| |Fluency Practice: Teacher models with students how to practice fluency with the |10 Min. |

| |selection for 1 minute, and shows how to place a bracket after the last word read. | |

| |Students should 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. | |

| |WORKSHOP: |1 Hour |

| |MUST DO: | |

| |1. Fluency practice with “Life on the Prairies”, “The Country Girl”, and/or the | |

| |anthology selection. | |

| |2. Select four words from the Word Knowledge chart. Use each word in a sentence. Be | |

| |sure to add descriptors to your sentences by using Who? What? Where? When? And How? | |

| |Share your work with a partner and have them identify the descriptors in your sentences.| |

| |MAY DO: Illustrate the setting of “The Country Mouse and City Mouse” and write three | |

| |sentences about each setting. | |

| |SMALL GROUP: Teacher continues to assess students on fluency using “The Country Girl” | |

| |and “Life on the Prairie”. | |

| |Teacher can also meet needs in small group by re-teaching commas from TE, IG or CLASWB. | |

Summer School/Third Grade OCR 2002

Lesson 1, Day 4

|DAY |LESSON |TIME |

|4 |PA Lessons 6&7: pp. 326-328 |15 Min |

| |Lesson 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 | |

| |Reading and Responding: Reread “The Country Mouse and the City Mouse”. |30 Min. |

| |Theme Connections: TE p. 203. Orally discuss the 2 bullets under Writer’s Notebook. Give |30 Min. |

| |students time to record their ideas in a writing journal. Discuss the bullet under Beyond | |

| |the Selection and add concepts to the C/Q Board. | |

| |Reread “The Country Girl” and “Life on the Prairie” as a partner read. Teacher circulates |15 min. |

| |to monitor reading and determines who needs extended help during IWT. | |

| |Practice 1 minute read as outlined in Day 3. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency | |

| |2. Make a list of things that are good about country life and a list about things that are| |

| |good about city life. Compare your list with a friend. | |

| |MAY DO: Using your list from the MUST DO activity, write a paragraph about city and | |

| |country life. | |

| |SMALL GROUP: | |

| |1. Teacher pulls groups to reread “Life on the Prairie” for prosody. | |

| |2. Teacher follows Guided Practice in IG p.294-295 | |

Summer School/Third Grade OCR 2002

Lesson 2, Day 1

Preparing for the lesson: Make a chart for the Word Knowledge in TE p. 204K. It is helpful to copy each line in a different color. Run off copies of “The Lost Fawn” IBLM p. 155-156.

|DAY |LESSON |TIME |

|5 |PA: Lessons 8 & 9: pp. 328-329 |15 Min. |

| |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 | |

| |Word Knowledge: TE: p. 204K Focus: _ed, ‮tch, _ing, and compound words |25 Min. |

| |Dictation: ELDG p. 168 |20 Min. |

| |IBLM: Reading and Responding: “The Lost Fawn” |35 Min. |

| |pp. 155-156. Follow Comprehension Strategies in Reading the Selection IG p.301-302. | |

| |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. | |

| |Vocabulary: Pre-teach Selection Vocabulary from IG |10 Min. |

| |P. 300. Follow the bullets. | |

| |Reading and Responding: ELDG p. 168, Activate Prior Knowledge |15 Min. |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency using “The Lost Fawn” | |

| |2. Find _ing, _ed, and compound words in “The Lost Fawn”. On a piece of paper make a | |

| |column for each category to list the words that were found. | |

| |3. Write a story using as many of the words that you put on your list. | |

| |MAY DO: Illustrate your story | |

| |SMALL GROUP: Teacher should practice fluency with small groups at their level using | |

| |“The Lost Fawn.” IG p.299 Phonics and Fluency for the students that need additional | |

| |practice. | |

Summer School/Third Grade OCR 2002

Lesson 2, Day 2

Preparing for the lesson: Copy IBLM Worksheet p. 90 for the GUMS lesson.

|DAY |LESSON |TIME |

|6 |PA Lessons 10 & 11: pp. 329-330 |15 Min. |

| |Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds | |

| | | |

| |Lesson 11: Oral Blending: Initial Consonant Sounds | |

| |Segmentation: Initial Consonants | |

| |Selection Vocabulary: TE p. 204N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #40. Remember to focus on the vocabulary strategies used in the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.204M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings | |

| |Reading and Responding: Chorally read “Heartland” pp. 204-211, stopping to model the |30 Min. |

| |comprehension strategies on the left-hand side of TE pages. Teacher’s voice is | |

| |included in the choral read as a model. | |

| |Partner read “The Lost Fawn”. | |

| |Practice 1 min. read using “The Lost Fawn” as outlined in Day 1. Students should |10 Min. |

| |count how many more words they read this time. | |

| |GUMS: IG p.304 Apostrophes and Hyphens |30 Min. |

| |Follow the lesson and then complete | |

| |IBLM Worksheet 90 as a directed lesson. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice reading the story, “The Lost Fawn.” | |

| |2. Choose 5 words from the Word Knowledge lesson. Write each word in a sentence, | |

| |underline the word. Work with a partner to read your sentence and write a definition| |

| |for the underlined word based on context clues. | |

| |MAY DO: Partner read, or write a poem with your classmate about school | |

| |SMALL GROUP: | |

| |Teacher pulls students to read “The Lost Fawn” | |

| |Re-teach Apostrophes and Hyphens, ELDG p. 170 | |

Summer School/Third Grade OCR 2002

Lesson 2, Day 3

Preparing for the lesson: Chart the sentences and paragraph in IG p. 305 for the Writing lesson.

|DAY |LESSON |TIME |

|7 |PA Lessons 12 & 13: pp.330-331 |15 Min. |

| |Lesson 12: Oral Blending: Initial Consonant Sounds | |

| |Segmentation: Initial Consonants | |

| |Lesson 13: Oral Blending: Initial Consonant Sounds | |

| |Segmentation: Dropping final Consonants | |

| |Reading and Responding: Comprehension Skills Fact and Opinion pp. 205, 207, 209, 211 |30 Min. |

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

| |Supporting the Reading: TE pp. 211C and 211D: Complete the CLASWB pp. 170-171 as a |25 Min. |

| |directed lesson. | |

| |Discussion of Story: Follow the handing-off procedure. Revisit Clues, Problems, and |25 Min. |

| |Wonderings. Record the new concepts about the theme onto the C/Q Board. | |

| |Writing: IG p.305 Follow the three bullets in the lesson |25 Min. |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |Fluency practice from “Heartland” | |

| |IG p.305: Students will complete the Independent Practice by writing a paragraph about | |

| |items that they use that come from the country. | |

| |MAY DO: | |

| |1. Partner read “The Lost Fawn” or “Heartland”. | |

| |2. Anagram Activity: Create a sentence on a sentence strip. Cut the sentence up and | |

| |have your partner put it back together in the correct order. | |

| |SMALL GROUP: | |

| |1. Listen to students read anthology for prosody. | |

| |2. Additional practice in Fact and Opinion or Apostrophes and Hyphens. | |

Summer School/Third Grade OCR 2002

Lesson 2, Day 4

Preparing for the lesson: Run off pp. 91-92 in IBLM Worksheet section. Copy IBLM

pp. 157-158, “Reading, Writing, and Teaching”

|DAY |LESSON |TIME |

|8 |PA Lessons 14 & 15: pp. 331-332 |15 Min |

| |Lesson 14: Oral Blending: Initial Consonant Sounds | |

| |Segmentation: dropping final consonants | |

| |Lesson 15: Oral Blending: One-syllable Words | |

| |Segmentation: Restoring Final Consonant | |

| |Sounds | |

| |Theme Connections: TE p. 213: Answer the questions under the Writer’s Notebook. Discuss |30 Min. |

| |the bullet under Across Selections. Discuss the bullet under Beyond the Selection. | |

| |Please add ideas to C/Q Board. | |

| |Literary Element: TE p. 211E, Figurative Language, complete the Teach and Guided Practice.|30 Min. |

| |Introduce: “Reading, Writing, and Teaching” following the procedures outlined in IG p. |25 Min. |

| |302-303 | |

| |Reread: Partner read “Reading, Writing, and Teaching” |20 min. |

| |Teacher monitors students as they read to see who needs help during Wokshop. | |

| |1 minute fluency practice as outlined in Day 1 for both selections. | |

| |WORKSHOP: |60 Min. |

| |MUST Do: | |

| |1. Practice fluency | |

| |2. Complete worksheet IBLM Worksheet 92 | |

| |MAY DO: You have been invited to lecture in front of a class about country and city life. | |

| |Write a speech in which you discuss the topic and read it to a partner. | |

| |SMALL GROUP: | |

| |1. Teacher pulls students to work on IBLM Worksheet 92 to meet needs. | |

| |2. Fluency practice from “The Lost Fawn” and “Reading, Writing, and Teaching” focusing on | |

| |intonation and prosody. | |

Summer School/Three Grade OCR 2002

Lesson 3, Day 1

Preparing for the lesson: Make a chart for the Word Knowledge in TE p. 216K. It is helpful to copy each line in a different color. Copy “All About Sheep”, IBLM

pp. 159-160. Copy IBLM Worksheet 93.

|DAY |LESSON |TIME |

|9 |PA: Lessons 16 & 17: pp. 332-333 |15 Min. |

| |Lesson 16: Oral Blending: One-syllable Words | |

| |Segmentation: Dropping Final Consonants | |

| |Lesson 17: Oral Blending: One-syllable Words; | |

| |Rhyming Words | |

| |Word Knowledge: TE p. 216K focus: comparatives and superlatives, vivid verbs and |25 Min. |

| |adjectives, homophones, /f/ spelled lf, /m/ spelled lm, and suffixes _er, _est | |

| |Phonics and Fluency: IG p. 307 (save the dictation for later) |10 Min. |

| |IBLM: Reading and Responding: “All About Sheep” pp. 159-160. Follow Comprehension |35 Min. |

| |Strategies in Reading the Selection IG p. 309 | |

| |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. | |

| |Vocabulary: Pre-teach Selection Vocabulary from IG |10 Min. |

| |p. 308. Follow the bullets. | |

| |GUMS: IG p. 312, Pre-teaching: Sentence Types, complete IBLM Worksheet 93 as a |25 Min. |

| |directed lesson | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency using “All About Sheep” | |

| |2. Writing Sentences. Choose different words from the Word Knowledge chart to use in | |

| |each sentence. You will write 6 sentences in total. Write two statements, two | |

| |questions and two exclamation sentences. | |

| |MAY DO: Illustrate your sentences | |

| |SMALL GROUP: | |

| |1. Teacher should practice fluency with small groups at their level using “All About | |

| |Sheep.” | |

| |2. Reinforce homophones using the ELDG p. 174 to meet needs. | |

Summer School/Third Grade OCR 2002

Lesson 3, Day 2

Preparing for the lesson: Make copies of IBLM Worksheet 94.

|DAY |LESSON |TIME |

|10 |PA Lessons 18 &19: pp. 333-335 |15 Min. |

| |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 | |

| |Selection Vocabulary: TE p. 216N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #41. Remember to focus on the vocabulary strategies used in the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.216M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings. | |

| |Reading and Responding: Chorally read “Leah’s Pony”, pp. 216-221, stopping to model |30 Min. |

| |the comprehension strategies on the left hand side of TE pages. Teacher’s voice is | |

| |included in the choral read as a model. | |

| |Partner read “All About Sheep”. | |

| |Practice 1 min. read using “All About Sheep” as outlined in Day 1. Students should |10 Min. |

| |count how many more words they read this time. | |

| |GUMS: TE 233F, Follow the bullets for direct teaching. This lesson can be taught |30 Min. |

| |without using the Language | |

| |Arts Handbook since all the information needed for the lesson is provided. Continue | |

| |with the lesson by using the CLASWB pp. 178-179 as a directed lesson. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice reading the story, “All About Sheep” | |

| |2. IBLM Worksheet 94 | |

| |MAY DO: Read words on the Word Knowledge board and write rhyming words to those that | |

| |have a rhyming partner (for example, fine/dine). | |

| |SMALL GROUP: | |

| |Teacher pulls students to read “All About Sheep” | |

| |ELDG p. 175: Review nouns and verbs | |

Summer School/Third Grade OCR 2002

Lesson 3, Day 3

Preparing for the lesson: Copy IBLM pp. 161-162,“The Cowboy’s Bandana.”

|DAY |LESSON |TIME |

|11 |PA Lesson 20-21: pp. 335-336 |15 Min. |

| |Lesson 20: Oral Blending: Final Consonant Sounds | |

| |Segmentation: Final Consonants | |

| |Lesson 21: Oral Blending: One-Syllable Words | |

| |Listening for Short Vowel Sounds | |

| |Reading and Responding: Continue reading the second part of “Leah’s Pony” pp. 222-231 |30 Min. |

| |stopping to model the comprehension strategies. | |

| |Discussion of Story: Follow the handing-off procedure. Revisit Clues, Problems, and |20 Min. |

| |wonderings. Record the new concepts about the theme onto the C/Q Board. | |

| |Practice 1 minute fluency read with “The Cowboy’s Bandana” as outlined in Day 1. | |

| |Supporting the Reading: TE 231C Comprehension Skills: Drawing Conclusions, teach as a |30 Min. |

| |directed lesson. | |

| |IG p. 310-311, Follow the bullets for Reading the Selection: “The Cowboy’s Bandana” IBLM|25 Min. |

| |pp. 161-162. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |Fluency practice from “The Cowboy’s Bandana” | |

| |Write a paragraph about a time with a friend or your family that you took your fun | |

| |outside. Be sure to describe the setting in your paragraph. | |

| |MAY DO: Illustrate the setting of your paragraph. Share your paragraph and picture with | |

| |a partner. Your partner will then write a caption for your illustration. | |

| |SMALL GROUP: | |

| |1. Listen to students read “A Cowboy’s Bandana” for intonation and prosody. | |

| |2. Dictation and Spelling: ELDG p.173 | |

Summer School/Third Grade OCR 2002

Lesson 3, Day 4

Preparing for the lesson: Chart the paragraph in the IG on p. 313

|DAY |LESSON |TIME |

|12 |PA Lessons 22 & 23: pp. 336-337 |15 Min |

| |Lesson 22: Oral Blending: One-Syllable Words | |

| |Segmentation: Initial Blends | |

| |Lesson 23: Oral Blending: One-syllable Words | |

| |Segmentation: Initial Consonant Blends | |

| |Reading and Responding: TE, Comprehension Skills, Drawing Conclusions: Directly teach the |30 Min. |

| |comprehension skills found on pages 217, 219, 221, 223, 225, 227, 229, 231. | |

| |Theme Connections: TE p. 297: Orally discuss 2 bullets under Within the Selection. Give |20 Min. |

| |students time to record ideas in a writing journal. Discuss the bullet under Across | |

| |Selections. Discuss the 3 bullets under Beyond the Selection. Please add ideas to C/Q | |

| |Board. | |

| |Literary Elements: TE: p. 231E Fiction vs. Nonfiction Follow the Teach and Guided Practice|20 Min. |

| |sections. | |

| |GUMS: IG p. 313 |25 Min. |

| |Reread: Partner read “A Cowboy’s Bandana”. |10 min. |

| |Teacher monitors students as they read to see who needs help in Workshop. | |

| |1 Minute fluency practice as outlined in Day 1 for both selections. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency using “All About Sheep” and/or “A Cowboy’s Bandana.” | |

| |2. Write a paragraph about something you have learned about the country. Be sure to add a| |

| |variety of sentences in your writing. | |

| |MAY DO: | |

| |Anagram Activity: Write a sentence in the that is either a statement, exclamation or a | |

| |question. Cut out the words and mix them up. Exchange the cut out words with a partner and| |

| |put the sentence back together. | |

| |SMALL GROUP: | |

| |1. Practice fluency for prosody and intonation using “All About Sheep” or “The Cowboy’s | |

| |Bandana.” | |

| |2. Reread “Leah’s Pony” and have students identify nouns and verbs in selected sentences. | |

Summer School/Third Grade OCR 2002

Lesson 4, Day 1

Preparing for the lesson: Make a chart for the Word Knowledge in TE p. 263K. It is helpful to copy each line in a different color. Run off copies of “Who Were the Shakers?” p. 163-164 and IBLM Worksheet 96.

|DAY |LESSON |TIME |

|13 |PA: Lessons 24 & 25: pp. 337-338 |15 Min. |

| |Lesson 24: Oral Blending: One-Syllable Words | |

| |Segmentation: Initial Blends | |

| |Lesson 25: Oral Blending: Initial Vowel Replacement | |

| |One-Syllable Words | |

| |Word Knowledge: TE p. 263K Focus: Compound words, prefix auto_, plurals, and Latin |25 Min. |

| |roots | |

| |Dictation: IG p. 315-316 |10 Min. |

| |Reading and Responding: “Who Were the Shakers?” IBLM pp.163-164. Follow Comprehension|35 Min. |

| |Strategies in Reading the Selection IG p.316. | |

| |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. | |

| |Vocabulary: Pre-teach Selection Vocabulary from IG p. 316. Follow the bullets. |10 Min. |

| |GUMS: IG p. 320, Exclamation and Quotation Marks Follow the first 2 bullets. |25 Min. |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency using “Who Were the Shakers?” | |

| |2. Write 5 sentences. Choose a different word from the Word Knowledge chart to use in| |

| |each sentence. Exchange your paper with a partner. Have your partner add detail to | |

| |your sentence. Your partner can add a who, what, where, why, or how to your | |

| |sentences. | |

| |MAY DO: Make up sentences leaving out words from the lines in the Word Knowledge | |

| |chart. Ask a partner to fill in the missing word. | |

| |SMALL GROUP: | |

| |1. Teacher should practice fluency with small groups at their level using “Who Were | |

| |the Shakers.” | |

| |2. IBLM Worksheet p. 95, Exclamations and Quotations | |

Summer School/Third Grade OCR 2002

Lesson 4, Day 2

Preparing for the lesson: Chart the selection vocabulary words for the Workshop MAY DO activity. Copy IBLM Worksheet 18.

|DAY |LESSON |TIME |

|14 |PA Lessons 26: pp. 338 |15 Min. |

| |Lesson 26: Oral Blending: Initial Vowel Replacement | |

| |One-Syllable Words | |

| |Selection Vocabulary: TE p. 236N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #42. Remember to focus on the vocabulary strategies used in the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE |15 Min. |

| |p. 236M. Remember to chart Clues, Problems and Wonderings | |

| |Reading and Responding: Chorally read “Cow’s in the Parlor: A Visit to a Dairy Farm”,|30 Min. |

| |pp. 236-245, 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. | |

| |Partner read “Who Were the Shakers?”. | |

| |Practice 1 min. read using “Who Were the Shakers?” as outlined in Day 1. Students |10 Min. |

| |should count how many more words they read this time. | |

| |GUMS: TE p. 247F Capitalization, and Commas, Commas and Quotation Marks, Follow the |30 Min. |

| |bullets under Teach. The Language Arts handbook is not necessary for the lesson. | |

| |CLASWB pp. 182-183. Teach as a directed lesson. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |Practice reading the story, “Who were the Shakers?” | |

| |Look through “Cows in the Parlor: A Visit to a Dairy Farm”, and find proper nouns. | |

| |Write the proper nouns on piece of paper and use them in a new sentence. | |

| |MAY DO: Illustrate 3 of the vocabulary words. Share your paper with a partner who | |

| |will write a caption for your picture, using the correct vocabulary word in the | |

| |caption. | |

| |SMALL GROUP: | |

| |Teacher pulls students to read “Cows in the Parlor: A Visit to a Dairy Farm.” | |

| |Focusing on individual student needs. | |

| |IBLM worksheet 18. | |

Summer School/Third Grade OCR 2002

Lesson 4, Day 3

Preparing for the lesson: Make copies of “It Could Be Worse” IBLM pp. 165-166, and IBLM Worksheets 20 and 96.

|DAY |LESSON |TIME |

|15 |PA Lessons 27: pp.338-339 |15 Min. |

| |Lesson 27: Listening for Short Vowel Sounds | |

| |Reading and Responding: Comprehension Skills: Author’s Purpose, 237, 239, 241, 243, 245|30 Min. |

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

| |Discussion of Story: Follow the handing-off procedure. Revisit Clues, Problems, and |20 Min. |

| |Wonderings. Record the new concepts about the theme onto the C/Q Board. | |

| |Supporting the Reading: TE p. 245C Follow the Teach section. In the Guided Practice, |30 Min. |

| |have students work with previous units from the anthology that had selections of | |

| |expository text. They can take notes about the information. | |

| |IG p. 318, Follow the bullets for Reading the Selection: “It Could Be Worse” IBLM pp. |25 Min. |

| |165-166. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |Fluency practice from “It Could Be Worse” | |

| |2. IBLM worksheets p. 96 and 20 | |

| |MAY DO: Write a paragraph about something that you would like to change. Add dialogue | |

| |and exclamations to your writing. | |

| |SMALL GROUP: | |

| |1. Listen to students read “Cows in the Parlor: A Visit to a Dairy Farm. Help students | |

| |to read with prosody and intonation. | |

Summer School/Third Grade OCR 2002

Lesson 4, Day 4

Preparing for the lesson: Chart the paragraph on p. 321 of the IG. Copy IBLM Worksheet p. 98.

|DATE |LESSON |TIME |

|16 |PA Lessons 28: pp. 339 |15 Min |

| |Lesson 28—Oral Blending: One Syllable Words | |

| |Theme Connections: TE p. 247: Orally discuss 2 bullets under Within the Selection. Give |20 Min. |

| |students time to record ideas in a writing journal. Discuss the bullet under Across | |

| |Selections. Discuss the 3 bullets under Beyond the Selection. Please add ideas to C/Q | |

| |Board. | |

| |Tables, Charts, and Graphs TE pp. 247D You can extend the activity by creating a bar graph|35 Min |

| |following the Inquiry Journal page shown in the margin. | |

| |GUMS: IG p. 321, Use the prepared paragraph to follow the bullets. |30 Min. |

| |Reread: Partner read “A Story of the Statue of Liberty”. |20 min. |

| |Teacher monitors students as they read to see who will need help in workshop. | |

| |Practice 1 Minute Fluency as outlined in Day 1 for both selections. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |Practice fluency using “It Could Be Worse” or Who Were the Shakers” | |

| |IBLM Worksheet p. 98 | |

| |Write an expository paragraph about the school cafeteria. | |

| |MAY DO: Illustrate your paragraph in detail showing the information you wrote about. | |

| |Share your picture with a partner who will then figure out the information | |

| |SMALL GROUP: | |

| |Practice fluency for prosody and intonation using “Cows in the Parlor: A Visit to a Dairy | |

| |Farm.” | |

Summer School/Third Grade OCR 2002

Lesson 5, Day 1

Preparing for the lesson: Make a chart for the Word Knowledge in TE p. 250K. It is helpful to copy each line in a different color. Make copies of “The Hoarse Horse”, IBLM

pp. 168-169 and IBLM worksheet 99.

|DAY |LESSON |TIME |

|17 |PA: Lessons 29: pp. 339 |15 Min. |

| |Lesson 29: Discrimination: Consonant Sounds in Multisyllabic Words | |

| |Word Knowledge: TE p. 250K Focus: Compound words, prefix _un, suffix _less, Greek |25 Min. |

| |roots | |

| |Dictation: IG p. 323-324 |10 Min. |

| |IBLM: Reading and Responding: “The Hoarse Horse.” Follow Comprehension Strategies in |35 Min. |

| |Reading the Selection IG p.324. | |

| |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. | |

| |Vocabulary: Pre-teach Selection Vocabulary from IG p. 324. Follow the bullets. |10 Min. |

| |GUMS: IG p. 328 Verb Tenses Follow the first 2 bullets. |25 Min. |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice fluency using “The Hoarse Horse” | |

| |2. Write 5 sentences. Choose a different word from the Word Knowledge chart to use in| |

| |each sentence. Exchange your paper with a partner. Have your partner add detail to | |

| |your sentence. Your partner might add who, what, where, why, or how. | |

| |MAY DO: Make up sentences leaving out words from the lines in the Word Knowledge | |

| |chart. Ask a partner to fill in the missing word. | |

| |SMALL GROUP: | |

| |1. Teacher should practice fluency with small groups at their level using “The Hoarse| |

| |Horse.” | |

| |2. IBLM Worksheet p. 99, Verb Tenses | |

Summer School/Third Grade OCR 2002

Lesson 5, Day 2

Preparing for the lesson: Chart the selection vocabulary words for the Workshop MAY DO activity. Copy IBLM Worksheet 33.

|DATE |LESSON |TIME |

|18 |PA Lessons 30: pp. 339 |15 Min. |

| |Lesson 30: Oral Blending: Individual Words | |

| |Selection Vocabulary: TE p. 250N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #43. Remember to focus on the vocabulary strategies used in the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.250M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings | |

| |Reading and Responding: Chorally read “Just Plain Fancy, pp.250-259, stopping to |30 Min. |

| |model the comprehension strategies on the left-hand side of TE pages. Teacher’s voice| |

| |is included in the choral read as a model. | |

| |Partner read “The Hoarse Horse”. | |

| |Practice 1 min. read using “The Hoarse Horse” as outlined in Day 1. Students should |10 Min. |

| |count how many more words they read this time. | |

| |GUMS: TE p. 261F Plural Nouns and Sensory Adjectives. Follow the bullets under Teach.|30 Min. |

| |The Language Arts handbook is not necessary for the lesson. CLASWB pp. 188-187. Teach| |

| |as a directed lesson. | |

| |WORKSHOP: |60 Min. |

| |MUST DO: | |

| |1. Practice reading the story, “The Hoarse Horse” | |

| |Choose five words from the Word Knowledge chart and write clues for the word without | |

| |using the word. | |

| |Exchange your clues with a partner and have | |

| |them figure out what word you described | |

| |MAY DO: Partner read a decodable story and | |

| |summarize what you have read. | |

| |SMALL GROUP: | |

| |Teacher pulls students to read “The Hoarse Horse.” | |

| |ILBM Worksheet p.33 | |

Summer School/Third Grade OCR 2002

Lesson 5, Day 3

Preparing for the lesson: Make copies of “A Slice of Tree Trunk” IBLM pp. 170-171, and IBLM worksheet p. 34

|DATE |LESSON |TIME |

|19 |Reading and Responding: Comprehension Skills: Classify and Categorize pp. 251, 253, |30 Min. |

| |255, 257, 259 | |

| |Practice 1 minute fluency read with “The Hoarse Horse” as outlined in Day 1. | |

| |Discussion of Story: Follow the handing-off procedure. Revisit clues, Problems, and |25 Min. |

| |Wonderings. Record the new concepts about the theme onto the C/Q Board. | |

| |Dictation and Spelling: ELDG p. 182 | |

| |Supporting the Reading: TE p. 259C Classify and Categorize: Follow the bullets and |30 Min. |

| |continue through Guided Practice. Complete CLAWB pp. 186-187. | |

| |IG p. 325- 326, Follow the bullets for Reading the Selection: “A Slice of Tree Trunk” |25 Min. |

| |IBLM pp. 170-171 | |

| |WORKSHOP: POST TESTING IN EITHER WHOLE OR SMALL GROUPS |60 Min. |

| |MUST DO: | |

| |1. Fluency practice from “A Hoarse Horse” or “A Slice of Tree Trunk.” | |

| |2.Write a definition for these words: farmyard, telephone, unfinished | |

| |Choose one the words and write 2 sentences. | |

| |MAY DO: Draw pictures for the sentences you wrote. | |

| |SMALL GROUP: Post Testing and/or: | |

| |1. Listen to students read “Just Plain Fancy”, or “A slice of Tree Trunk” to meet the | |

| |students needs in intonation and prosody. | |

Summer School/Third Grade OCR 2002

Lesson 5, Day 4

Preparing for the lesson: Chart the sentences on p. 261H of the TE. Copy IBLM Worksheet p. 101

|DAY |LESSON |TIME |

|20 |Word Knowledge: ELDG p.181 |15 Min |

| |Theme Connections: TE p. 261: Orally discuss 2 bullets under Within the Selection. Give |30 Min. |

| |students time to record ideas in a writing journal. Discuss the bullet under Across | |

| |Selections. Discuss the 3 bullets under Beyond the Selection. Please add ideas to C/Q | |

| |Board. | |

| |Literary Elements: TE: p.259E, Plot. Follow the Teach, Guided Practice, and Independent |30 Min. |

| |Practice (Do the independent practice as a whole group). | |

| |GUMS: TE p. 261H, Follow the bullets. |25 Min. |

| |Reread: Partner read “A Slice of Tree Trunk”. |20 min. |

| |Teacher monitors students as they read to see who will need help in workshop. | |

| |1 Minute fluency practice as outlined in Day 1 for both selections. | |

| |WORKSHOP: POST TESTING IN EITHER WHOLE OR SMALL GROUPS |60 Min. |

| |MUST DO: | |

| |Practice fluency using “A Hoarse Horse” or “A Slice of Tree Trunk.” | |

| |IBLM Worksheet p. 101 | |

| |Write a paragraph of time when you played with an animal. Be sure to include the name of | |

| |the animal, where you played with it, and how your felt. | |

| |MAY DO: Illustrate your paragraph in detail showing the information you wrote about. Share| |

| |your picture with a partner who will then figure out the information | |

| |SMALL GROUP: Post Testing and/or: | |

| |Practice fluency for prosody and intonation using “A Hoarse Horse” and “A Slice of Tree | |

| |Trunk.” Continue blending lessons in the TE or IG if students need additional help. | |

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