SUMMER SCHOOL MATERIALS - LAUSD



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 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

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

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 1

Be 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 Pacing

|DAY |LESSON |TIME |

|1 |Word Knowledge: IG, p. 261. Focus: /j/ spelled g Follow bullets under About the Words|20 Min. |

| |and Developing Oral Language | |

| |Unit Opener: See procedures in packet, Opening the |35 Min. |

| |Unit for Fourth Grade, Unit 6. Remember to read the Read Aloud, “the Colonies”, | |

| |pp.483L-483M | |

| | Reading and Responding: “The First American Settlers” (IBLM 137-138), Follow the |20 Min. |

| |bullets under Reading the Selection in IG p. 264. | |

| |WORKSHOP: Teacher administers Grade 4 Pre-Assessment either whole class or in |15 Min. |

| |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 | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 1, Day 2

Preparing 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 |TIME |

|2 |Word Knowledge: TE p. 484K-484L. Follow bullets under About the Words and Developing |20 Min. |

| |Oral Language. | |

| |Selection Vocabulary: TE p. 484N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #34. Remember to focus on the vocabulary strategies used in the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.484M. Remember to chart Clues and |15 Min. |

| |Problems and Wonderings. | |

| |Reading and Responding: TE, Chorally read “Early America” pages 484-489, stopping to |25 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. | |

| |WORKSHOP: |10 Min. |

| |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: | |

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

| |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. 323-324 | |

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

| |Segmentation: Clapping Syllables in Names | |

| |and Words | |

| |Lesson 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. | |

| | | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 1, Day 3

Preparing for the lesson: Chart the paragraph printed in bold type under Sentence Lifting in IG p. 290.

|DAY |LESSON |TIME |

|3 |Supporting the Reading: TE p. 489C Follow the Teach and Guided Practice. Create a chart |10 Min. |

| |in place of the transparency. Show how the chart is set up to be used for the Reading | |

| |and Responding comprehension skills. | |

| |Reading and Responding: TE, Comprehension Skills: Classifying and Categorizing, pp. 485,|30 Min. |

| |487, 489 Use the chart that you set up in Supporting the Reading. | |

| |Discussion of Selection: Following the procedure for Handing-off, p. 489A, conduct a | 15 Min. |

| |discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and |Includes set up of |

| |questions about the theme to the C/Q Board. |procedures and |

| | |debriefing |

| | CLASWB: pp. 186-187 Do as a direct instruction lesson following the directions in the |20 Min. |

| |Independent Practice. Work up to the Apply on p. 187 of the workbook which can be | |

| |completed during workshop. | |

| |WORKSHOP: MUST DO: |15 Min. |

| |Practice fluency using “Early America”. | |

| |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.325-326 | |

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

| |Segmentation: Repeating Word Parts | |

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

| |Segmentation: Repeating Word Parts | |

Summer School/Fourth Grade OCR 2002

Lesson 1, Day 4

Preparing for the lesson: Make copies of IBLM worksheet 81

|DAY |LESSON |TIME |

|4 |GUMS: IG p. 266 Parts of Speech Follow the bullets and give examples of nouns, verbs, |30 Min. |

| |adjectives, and adverbs. Continue the lesson using IBLM worksheet 81 as a guided practice.| |

| |Theme Connections: TE p. 491: Orally discuss the 3 bullets under Within the Selection. |30 Min. |

| |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. | |

| |Reread “Early America” and /or “The First American Settlers. Teacher circulates to monitor|15 min. |

| |reading and determine who needs extended help during IWT. | |

| |WORKSHOP: |15 Min. |

| |MUST DO: | |

| |Complete IBLM Worksheet 82. | |

| |SMALL GROUP: | |

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

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

| | | |

| | | |

| | | |

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

| |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 | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 1

Preparing 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 |TIME |

|5 |Word knowledge: IG, p. 269, Focus: Long I spelled _igh, _y, _ie, and _i. Follow |20 Min. |

| |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. | |

| |Dictation and Spelling: pp. 269-270 |15 Min. |

| | Reading and Responding: IG pp. 271-272: |30 Min. |

| |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. | |

| |WORKSHOP: |25 Min. |

| |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. 328-329 | |

| |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 | |

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 2

Preparing 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 |TIME |

|6 |Word Knowledge: Reading the Words and Sentences TE p. 492K-492L Follow bullets under |20 Min. |

| |About the Words and Developing Oral language. | |

| |Selection Vocabulary: TE p.492N |20 Min. |

| |Introduce the vocabulary using vocabulary transparency #35. Remember to focus on the | |

| |vocabulary strategies used for the sentences. | |

| |Build Background & Preview and Prepare: TE p.492M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings. | |

| |Reading and Responding: TE, Chorally read “The Voyage of the Mayflower” pages |25 Min. |

| |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. | |

| |WORKSHOP: |10 Min. |

| |MUST DO: | |

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

| |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 | |

| |ELDG | |

| |p. 229 | |

| | | |

| | | |

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

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

| | | |

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

| |Segmentation: Initial Consonants | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 3

Preparing for the lesson: make copies of IBLM Worksheet 84.

|DAY |LESSON |TIME |

|7 |Supporting the Reading: TE p. 497C Use chart paper instead of the transparency to show |30 Min. |

| |information about making inferences while directly teaching the comprehension skills. | |

| |Reading and Responding: TE, Comprehension Skills: Making Inferences, pp. 493, 495, 497 | |

| |Discussion of Selection: Following the procedure on | 20 Min. |

| |p. 497A. Conduct a discussion of the story. Revisit the Clues, Problems, and Wonderings.|Includes set up of |

| |Add new concepts and questions about the theme to the C/Q Board. |procedures and |

| | |debriefing |

| |GUMS: TE p. 299F Follow the bullets under Teach and continue with the CLASWB p. 196 as |20 Min. |

| |a guided practice instead of an independent practice. | |

| |WORKSHOP: |20 Min. |

| |MUST DO: | |

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

| |Partner read “The Voyage of the Mayflower. | |

| |IBLM Worksheet 84 on Capitalization and punctuation. | |

| |SMALL GROUP: | |

| |Teachers pull students to work on fluency from the “A Child’s Life in Colonial Days”, or| |

| |“The Voyage of the Mayflower” | |

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

| | | |

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

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

| |Segmentation: Initial Consonants | |

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

| |Segmentation: Dropping final Consonants | |

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 4

Preparing 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 |TIME |

|8 |Theme Connections: TE p. 499: Orally discuss the 2 bullets under Within the Selection. |20 Min. |

| |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. | |

| |Intervention Selection Two: Follow the bullets in IG on pp. 272-273 for “The Clever |30 Min. |

| |Whitewasher”, IBLM pp. 143-144 | |

| |Practicing Punctuation Marks: ELDG p. 230 |15 Min. |

| |Use your prepared chart to follow the bullets. | |

| |Reread “The Voyage of the Mayflower” and /or “The Clever Whitewasher” as a partner read. |10 min. |

| |Teacher circulates to monitor reading and determine who needs extended help during | |

| |Workshop. | |

| |Practice one minute fluency read as outlined in Day 1. | |

| |WORKSHOP: |15 Min. |

| |MUST DO: | |

| |1. Complete IBLM Worksheet 85, Capitalization and Punctuation. | |

| |SMALL GROUP: | |

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

| |Whitewasher”. | |

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

| | | |

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

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

| |Segmentation: dropping final consonants | |

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

| |Segmentation: Restoring Final Consonant | |

| |Sounds | |

| | | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 3, Day 1

Preparing 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 |TIME |

|9 |Word Knowledge: IG, p.276, Focus: Long u sound spelled _ue, _ew, u and u_e |20 Min. |

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

| |Dictation and Spelling: IG p. 276-277 |15 Min. |

| |Reading and Responding: IBLM pp. 145-146: “A Visit to Williamsburg”. Follow the |30 Min. |

| |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. | |

| |WORKSHOP: |25 Min. |

| |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 Consonants | |

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

| |Rhyming Words | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 3, Day 2

Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.502K

|DAY |LESSON |TIME |

|10 |Word Knowledge: TE p. 502K-502L Follow bullets under About the Words and Developing |20 Min. |

| |Oral language. | |

| |Selection Vocabulary: TE p. 502N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #36. Remember to focus on the vocabulary strategies used for the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.502M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings | |

| |Reading and Responding: TE, Chorally read “Pocahontas” pages 502-505, stopping to |25 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. | |

| |Practice 1 minute fluency read as outlined in Day 1 | |

| |WORKSHOP: |10 Min. |

| |MUST DO: | |

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

| |2. Make a list of the proper nouns in “Pocahontas | |

| |SMALL GROUP: | |

| |Pull students to read “A Visit to Williamsburg” for intonation and prosody. | |

| | | |

| | | |

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

| |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 | |

Summer School/Fourth Grade OCR 2002

Lesson 3, Day 3

Preparing for the lesson: Make copies of IBLM Worksheet 86 and 87.

|DAY |LESSON |TIME |

|11 |Reading and Responding: TE, pp.503, 505, Author’s Purpose |25 Min. |

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

| |Discussion of Story: Following the procedure for Handing-off p. 505A conduct a | 20 Min. |

| |discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and |Includes set up of |

| |questions about the theme to the C/Q Board. |procedures and |

| | |debriefing |

| |GUMS: IG, p. 281, Prepositional Phrases |20 Min. |

| |Follow the bullets under Prepositional Phrase through Guided Practice working with IBLM | |

| |worksheet 86. | |

| |WORKSHOP: |25 Min. |

| |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: | |

| |Preteach Vocabulary Strategies: | |

| |Work with IBLM Worksheet 87 to meet needs | |

| | | |

| | | |

| |PA Lessons 20 & 21: pp. 335-336 | |

| |Lesson 20: Oral Blending: Final Consonant Sounds; One- | |

| |syllable words | |

| |Segmentation: Isolating Final Consonants | |

| |Lesson 21: Oral Blending: One-syllable words; individual | |

| |words; Listening for Short | |

| |Vowel Sounds | |

Summer School/Fourth Grade OCR 2002

Lesson 3, Day 4

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

|DAY |LESSON |TIME |

|12 |Theme Connections: TE p. 507 Orally discuss the 2 bullets under Within the Selection. Give|15 Min. |

| |students time to record ideas in their Writer’s Notebook. Continue to discuss Across and | |

| |Beyond the Selections. | |

| |Reading Intervention Selection Two: IG Follow the bullets on pp. 279-280 for the IBLM pp. |30 Min. |

| |147-148, “She Was First”. | |

| |GUMS: TE, p. 507 Words, Phrases, and Clauses as Modifiers: The bullets under Teach can be |25 Min. |

| |used along with the ELDG p. 235 for teaching the lesson. Continue with CLASWB p.201 using | |

| |direct instruction. | |

| |Reread “Pocahontas” and /or “She Was First” as a partner read. Teacher circulates to |10 min. |

| |monitor reading and determine who needs extended help during IWT. | |

| |Practice one minute fluency read as outlined in Day 1. | |

| |WORKSHOP: |10 Min. |

| |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. 336-337 | |

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

| |Segmentation: Initial Consonant Sounds | |

| |Oral Spelling | |

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

| |Segmentation: Initial Blends | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 4, Day 1

Preparing 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 |TIME |

|13 |Reading the words and Sentences: IG, p.284, Focus: /er/ spelled ar |15 Min. |

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

| |Dictation: IG p. 284 |15 Min. |

| | Reading and Responding: IBLM pp. 149-150: “Lewis and Clark”. Follow the bullets |30 Min. |

| |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. | |

| |Preteach Vocabulary for Anthology Selection: IG |10 Min. |

| |p. 285 Follow the first bullet to apply decoding skill to sound out the words. | |

| |WORKSHOP: |20 Min. |

| |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 Blends | |

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

| |One-syllable Words | |

| | | |

| | | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 4, Day 2

Preparing 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 |TIME |

|14 |Reading the Words and Sentences: TE p. 508K. Follow bullets under About the Words and|20 Min. |

| |Developing Oral language. | |

| |Selection Vocabulary: TE p. 508N. Introduce the vocabulary using vocabulary |20 Min. |

| |transparency #37. Remember to focus on the vocabulary strategies used for the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.508M. Remember to chart Clues, Problems|15 Min. |

| |and Wonderings | |

| |Reading and Responding: TE, Chorally read the first part of the selection, “Martha |25 Min. |

| |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 | |

| |WORKSHOP: |10 Min. |

| |MUST DO: | |

| |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. 338 | |

| |Oral Blending: Initial Vowel Replacement; One-syllable Words | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 4, Day 3

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

|DAY |LESSON |TIME |

|15 |Reading and Responding: TE, Chorally read the second part of “Martha Helps the Rebel”, |25 Min. |

| |pp. 514-517, stopping for the comprehension strategies on the left hand side of the | |

| |page. | |

| |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. | |

| | |20 Min |

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

| |GUMS: Use the precharted Kinds of Sentences from ELDG p. 241 and the Sentence Structure |25 Min. |

| |on p. 242 to follow TE GUMS p. 519F. Do CLASWB p. 208 as a guided lesson. | |

| |WORKSHOP: |20 Min. |

| | | |

| |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: | |

| |Teachers pull students to work on fluency. | |

| |Work with students to identify sentence types from the selection. | |

| | | |

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

| |Listening for Short Vowel Sounds | |

Summer School/Fourth Grade OCR 2002

Lesson 4, Day 4

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

|DAY |LESSON |TIME |

|16 |Reading and Responding, TE Compare and Contrast, |25 Min. |

| |pp. 509, 511, 513, 515, 517. | |

| |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|15 Min. |

| |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. | |

| |GUMS: Reteaching compound Sentences, IG pp. 289-290: |25 Min. |

| |Use the prepared chart of the bolded paragraph to teach the lesson. Continue in a guided | |

| |practice using IBLM worksheet 88. | |

| |WORKSHOP: |15 Min. |

| |MUST DO: | |

| |Fluency practice using “Martha Helps the Rebel”. | |

| |Complete IBLM Worksheet 89 on Compound Sentences. | |

| |SMALL GROUP: | |

| |work on fluency to develop prosody using the selections | |

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

| | | |

| |PA Lesson 28: p.339 | |

| |Lesson 28: Oral Blending: One-syllable Words | |

Summer School/Fourth Grade OCR 2002

Lesson 5, Day 1

Preparing 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 |TIME |

|17 |The poetry lesson on pp. 520-521 can be done on the last day of school. |20 Min. |

| |Word Knowledge: IG, p.292, Focus: Suffix _ness meaning quality or state of being | |

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

| |Dictation: IG p. 322 |15 Min. |

| |Reading and Responding: In this lesson, begin with using the second intervention |30 Min. |

| |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. | |

| |WORKSHOP: |25 Min. |

| |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 visualize | |

| |MAY 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: | |

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

| |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. | |

| | | |

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 5, Day 2

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

|DATE |LESSON |TIME |

|18 |Word Knowledge: TE p. 522K. Follow bullets under About the Words and Developing Oral |20 Min. |

| |language. | |

| |Selection Vocabulary: TE p. 522N. Introduce the vocabulary using vocabulary |20Min. |

| |transparency #38. Remember to focus on the vocabulary strategies used for the | |

| |sentences. | |

| |Build Background & Preview and Prepare: TE p.532M. Remember to chart Clues and |15 Min. |

| |Problems and wonderings | |

| |Reading and Responding: TE, Chorally read “Going West” pages 522-529, stopping to use|25 Min. |

| |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 | |

| |WORKSHOP: |10 Min. |

| |MUST DO: | |

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

| |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 ea | |

| |List your words under the appropriate column. | |

| |SMALL GROUP: | |

| |To meet fluency needs, practice fluency using “The Festival of Crows” | |

| | | |

| |PA Lesson 30: pp. 339 | |

| |Oral Blending: Individual Words. Add other words | |

Summer School/Fourth Grade OCR 2002

Lesson 5, Day 3

Preparing for the lesson: Chart the paragraph printed in bold type for Sentence Lifting in IG p. 323.

|DAY |LESSON |TIME |

|19 |Reading and Responding: TE, Comprehension Skills, Sequence pp.523, 525, 527, 529 |25 Min. |

| |Comprehension Skills, Sequence TE pp. 529C Instead of using the transparency, chart the |20 Min. |

| |sequence using a Flow Map or other visual. | |

| |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. | |

| | |15 Min |

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

| |GUMS: IG, p.297 Follow the bullets under Common Irregular Verbs. Continue doing IBLM |15 Min. |

| |Worksheet 90 as a guided lesson just to circle the irregular verbs. The sentences can be| |

| |written during Workshop. | |

| |WORKSHOP: Post Test whole group or small group |15 Min. |

| |MUST DO: | |

| |Practice fluency with “Going West”. | |

| |Complete Worksheet 90 by copying the sentences correctly on the lines. | |

| |SMALL GROUP | |

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

| | | |

Summer School/Fourth Grade OCR 2002

Lesson 5, Day 4

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

|DAY |LESSON |TIME |

|20 |Sequence: TE p. 529D |20 Min. |

| |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. | |

| |Theme Connections: TE p. 531: Orally discuss the 2 bullets under Think About It. Give |15 Min. |

| |students time to record ideas in their writing journal. Add any new ideas to the C/Q | |

| |Board. | |

| |Reading and Responding, IBLM pp. 153-154: “The Town Crier”. Follow the bullets under |25 Min. |

| |Intervention Selection One IG p. 294-295 through Reading the Selection. | |

| |Common Irregular Verbs, IBLM Worksheet 91: Guide the students in circling the correct form|15 min. |

| |of the irregular verb. They can complete the worksheet by copying the sentences correctly | |

| |during Workshop. | |

| |WORKSHOP: Continue to post test whole or small group |15 Min. |

| |MUST DO: | |

| |1. Complete CLASWB p. 215. | |

| |2. Complete IBLM Worksheet 91. | |

| |SMALL GROUP: | |

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

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