SUMMER SCHOOL MATERIALS
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 GUIDE
IBLM---INTERVENTION GUIDE BLACKLINE
MASTERS (INCLUDES FLUENCY
PASSAGES AND WORKSHEETS)
PA—PHONEMIC AWARENESS
TE---TEACHER EDITION FROM CORE PROGRAM
CLASWB—COMPREHENSION AND LANGUAGE
ARTS SKILLS
ELDG—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
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 1
Be 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 Pacing
|DAY |LESSON |TIME |
|1 |Word Knowledge: IG, p. 291, |20 Min. |
| |Focus: -ous endings; Follow bullets under About the Words. Choose one of the bullets | |
| |under Developing Oral Language to follow. | |
| |Unit Opener: See procedures in packet, Opening the |30 Min. |
| |Unit for Fifth Grade, Unit 6 | |
| |Reading and Responding: IBLM: “A New Life,” pp. 152-153. Follow the bullets under |25 Min. |
| |Reading the Selection IG p. 294. | |
| |WORKSHOP: Teacher administers Grade 5 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: 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 | |
| | | |
| | | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 1, Day 2
Preparing 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 |TIME |
|2 |Word Knowledge, Reading the Words and Sentences: TE p. 576G. Follow bullets under |20 Min. |
| |About the Words. Choose one bullet under Developing Oral language to follow. | |
| |Selection Vocabulary: TE p. 510N. Introduce the vocabulary using vocabulary |20 Min. |
| |transparency #47. Remember to focus on the vocabulary strategies used in the | |
| |sentences. | |
| |Build Background & Preview and Prepare: TE p.510M-510N. Remember to chart Clues, |15 Min. |
| |Problems and Wonderings. | |
| |Reading and Responding: TE, Chorally read “The Story of Jumping Mouse”, pages |25 Min. |
| |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. | |
| |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: | |
| |Practice Fluency through partner reading of “A New Life”. | |
| |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 Words | |
| |Lesson 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. | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 1, Day 3
Preparing for the lesson: Chart the paragraph under Writing in IG p. 297.
|DAY |LESSON |TIME |
|3 |Reading and Responding: TE, Comprehension Skills: Sequence, pp. 511,513,515,517,519 |25 Min. |
| |Discussion of Story: Following the procedure for Handing-off (see Program Appendix p. | 20 Min. |
| |34 or Routine Card # 1) conduct a discussion of the story. Add new concepts and |Includes set up of |
| |questions about the theme to the C/Q Board. |procedures and |
| | |debriefing |
| |Writing: Preteach from IG p. 297 Pronouns. Use the prepared chart to follow the lesson. |25 Min. |
| |WORKSHOP: |20 Min. |
| |MUST DO: | |
| |Practice fluency | |
| |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.365-366 | |
| |Lesson 4: Oral Blending: Initial Consonant Sounds | |
| |Segmentation: Repeating Word Parts | |
| |Lesson 5: Oral Blending: Initial Consonant Sounds | |
| |Segmentation: Repeating Word Parts | |
Summer School/Fifth Grade OCR 2002
Lesson 1, Day 4
Preparing for the Lesson: Run copies of “Gena’s Japanese Adventure” IBLM pp.154-156 to be used during Workshop.
|DAY |LESSON |TIME |
|4 |GUMS: TE p. 178-179 Plural Nouns, Pronouns and Verbs: Complete these pages whole group |30 Min. |
| |using the direct instruction model. | |
| |Theme Connections: TE p. 521: Orally discuss the 3 bullets under Within the Selection. |30 Min. |
| |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. | |
| |Reread “The Story of the Jumping Mouse” and /or “A New Life” as a partner read. Teacher |15 min. |
| |circulates to monitor reading and determine who needs extended help during Workshop. | |
| |WORKSHOP: |1Hour |
| |MUST DO: | |
| |Practice fluency using “The Story of Jumping Mouse”, “A New Life” | |
| |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: | |
| |Work on fluency to develop prosody, using “The | |
| |Story of the Jumping Mouse”, “A New Life”, or | |
| |Gena’s Japanese Adventure”. | |
| | | |
| |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. 367-368 | |
| |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/Fifth Grade OCR 2002
Lesson 2, Day 1
Preparing for the lesson: Make copies of “A Quest for Knowledge” IBLM pp.157-158.
|DAY |LESSON |TIME |
|5 |Word Knowledge: IG, p. 300, Focus: Closed Compounds Follow bullets under About the |25 Min. |
| |Words and Developing Oral Language. | |
| |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 |30 Min. |
| |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: |20 Min. |
| |MUST DO: | |
| |Practice fluency from “A Quest for Knowledge” | |
| | | |
| |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 | |
Summer School/Fifth Grade OCR 2002
Lesson 2, Day 2
Preparing 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 |TIME |
|6 |Reading the Words and Sentences: TE p. 522K. Follow bullets under About the Words and|20 Min. |
| |Developing Oral language. | |
| |Selection Vocabulary: TE p. 522N. Introduce the vocabulary using vocabulary |20 Min. |
| |transparency #49. Remember to focus on the vocabulary strategies used for the | |
| |sentences. | |
| |Build Background & Preview and Prepare: TE p.522M and 522N. Remember to chart Clues,|15 Min. |
| |Problems, and Wonderings. | |
| |Reading and Responding: TE, Chorally read “Trapped by Ice”, pp. 537, 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 Day1. | |
| |WORKSHOP: |10 Min. |
| |MUST DO: | |
| |Practice Fluency through partner reading of “A Quest for Knowledge.” | |
| |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. 369-370 | |
| |Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds | |
| | | |
| |Lesson 11: Oral Blending: Initial Consonant Sounds | |
| |Segmentation: Initial Consonants | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 2, Day 3
Preparing for the lesson: Chart the paragraph printed in bold type under GUMS in IG p. 305.
|DAY |LESSON |TIME |
|7 |Reading and Responding: TE, Comprehension Skills: Cause and Effect pp. 523, 525, 527, |25 Min. |
| |529, 531, 535, 537 | |
| |Discussion of Story: Following the procedure for Handing-off (see Program Appendix p.34| 20 Min. |
| |or Routine Card #1) conduct a discussion of the story. Add new concepts and questions |Includes set up of |
| |about the theme to the C/Q Board. |procedures and |
| | |debriefing |
| |GUMS IG, p. 305 Capitalization: Use this lesson as a preteach. Follow the bullets in |25 Min. |
| |the lesson. | |
| |WORKSHOP: |20 Min. |
| |MUST DO: | |
| |1. Fluency Practice | |
| |2. 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: | |
| |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.370-371 | |
| |Lesson 12: Oral Blending: Initial Consonant Sounds | |
| |Segmentation: Initial Consonants | |
| |Lesson 13: Oral Blending: Initial Consonant Sounds | |
| |Segmentation: Dropping final Consonants | |
Summer School/Fifth Grade OCR 2002
Lesson 2, Day 4
Preparing for the Lesson: Run-off copies of IBLM p. 104 for Workshop.
|DAY |LESSON |TIME |
|8 |GUMS: TE p.539F: Capitalization |30 Min. |
| |Follow the bullet in the lesson and complete the CLASWB p. 182 as a whole group. | |
| |Theme Connections: TE p. 539: Orally discuss the 3 bullets under Within the Selection. |20 Min. |
| |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. | |
| |Fluency: CBLM p. 159-161 “Magical Voyages to the Magical Worlds”. Practice the one-minute|25 Min. |
| |fluency read as outline in Lesson 2, Day 1. | |
| |Reread “Trapped by the Ice”, “A Quest for Knowledge”, or “Magical Voyages to Magical |10 min. |
| |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. | |
| |WORKSHOP: |15 Min. |
| |MUST Do: | |
| |1. Fluency Practice | |
| |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: | |
| |Work on fluency to develop prosody using, “Trapped by the Ice”, or “A Quest for | |
| |Knowledge”. | |
| |Review Capitalization in Quotations IBLM p. 104 for those who need more work with | |
| |capitalization. | |
| | | |
| |PA Lessons 14 & 15: IG pp. 371-372 | |
| |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/Fifth Grade OCR 2002
Lesson 3, Day 1
Preparing 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 |TIME |
|9 |Word Knowledge: IG, p.308, Focus: adding –ly to a word that ends in a silent e. |25 Min. |
| |Follow bullets under About the Words and Developing Oral Language. | |
| |Dictation: IG p. 330 |15 Min. |
| |Reading and Responding: IBLM pp. 162-163: “Albert’s Search”. Follow Comprehension |30 Min. |
| |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. | |
| |WORKSHOP: |20 Min. |
| |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 Consonants | |
| |Lesson 17: Oral Blending: One-syllable Words; | |
| |Rhyming Words | |
Summer School/Fifth Grade OCR 2002
Lesson 3, Day 2
Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.542K.
|DAY |LESSON |TIME |
|10 |Reading the Words and Sentences: TE p. 542K. Follow bullets under About the Words and|20 Min. |
| |Developing Oral language. | |
| |Selection Vocabulary: TE p. 542N. Introduce the vocabulary using vocabulary |20 Min. |
| |transparency #50. Remember to focus on the vocabulary strategies used for the | |
| |sentences. | |
| |Build Background & Preview and Prepare: TE p.542M-542N. Remember to chart Clues, |15 Min. |
| |Problems and Wonderings. | |
| |Reading and Responding: TE, Chorally read “Apollo 11: First Moon Landing” pages |25 Min. |
| |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 | |
| |WORKSHOP: |10 Min. |
| |MUST DO: | |
| |Practice Fluency through partner reading with “Albert’s Search”. | |
| |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. 373-375 | |
| |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/Fifth Grade OCR 2002
Lesson 3, Day 3
Preparing for the lesson: Chart the paragraph printed in bold type under GUMS in IG p. 313.
|DAY |LESSON |TIME |
|11 |Reading and Responding: TE, Comprehension Skills: Main Idea and Details pp. 543, |30 Min. |
| |547,549, 551,557, 561, 563Fact and Opinion, p. 545, 553, 555, 559 | |
| |Discussion of Story: Following the procedure for Handing-off (see Program Appendix p. | 20 Min. |
| |34 or Routine Card # 1) conduct a discussion of the story. Add new concepts and |Includes set up of |
| |questions about the theme to the C/Q Board. |procedures and |
| | |debriefing |
| |GUMS: IG p. 313, Adjectives: After the introduction to the lesson, use the prepared |20 Min. |
| |chart of bolded paragraph to follow the bullets on p. 313. | |
| |WORKSHOP: |20 Min. |
| |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: | |
| |Teachers pull students to work on fluency from | |
| |“Apollo 11: First moon Landing or “Albert’s | |
| |Search”. | |
| |GUMS: Review Adjectives and Adverbs using the ELDG p. 192. | |
| | | |
| |PA Lessons 20 & 21: IG pp.375-376 | |
| |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/Fifth Grade OCR 2002
Lesson 3, Day 4
|DAY |LESSON |TIME |
|12 |GUMS: TE p. 565F Adjectives and Adverbs: Follow the lesson on the page. For the Practice |25 Min. |
| |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. | |
| |Theme Connections: TE p. 613: Orally discuss the 3 bullets under Within the Selection. |15 Min. |
| |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. | |
| |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. |10 min. |
| |Teacher circulates to monitor reading and determine who needs extended help during IWT. | |
| |Practice one minute fluency read as outlined in Day 1. | |
| |WORKSHOP: |15 Min. |
| |MUST Do: | |
| |1. Practice Fluency. | |
| |2. Students will find all the th diagraph words in the story “Apollo 11”. | |
| |SMALL GROUP: | |
| |Work on fluency to develop prosody using “Apollo 11”, “Albert’s Search” or | |
| |“Down-to-Earth”. | |
| |Review the list of th words the students found in Must Do #2. | |
| | | |
| |PA Lessons 22 & 23: IG pp. 376-377 | |
| |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/Fifth Grade OCR 2002
Lesson 4, Day 1
Preparing 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 |TIME |
|13 |Word Knowledge: IG, p.316, Focus: Closed Compound Words |25 Min. |
| |Follow bullets under About the Words and Developing Oral Language. | |
| |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 |30 Min. |
| |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: |20 Min. |
| |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 Blends | |
| |Lesson 25: Oral Blending: Initial Vowel Replacement | |
| |One-syllable Words | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 4, Day 2
Preparing 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 |TIME |
|14 | Word Knowledge-Reading the Words and Sentences: TE p. 566K. Follow bullets under |20 Min. |
| |About the Words and the first bullet under Developing Oral language. . | |
| |Selection Vocabulary: TE p. 566N. Introduce the vocabulary using vocabulary |15 Min. |
| |transparency #51. Remember to focus on the vocabulary strategies used for the | |
| |sentences. | |
| |Build Background & Preview and Prepare: TE p566M-566N. Remember to chart Clues, |15 Min. |
| |Problems, and Wonderings. | |
| |Reading and Responding: TE, Chorally read “When Shlemiel Went to Warsaw” pages |25 Min. |
| |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 | |
| |WORKSHOP: |15 Min. |
| |MUST DO: | |
| |Practice Fluency through partner reading with “Lessons for Olga”. | |
| |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. 378 | |
| |Oral Blending: Initial Vowel Replacement; One-syllable Words | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 4, Day 3
Preparing for the lesson: Copy “Amazing Animal Navigation” IBLM pp. 168-171. Pre-chart bolded paragraph on p. 321 for GUMS lesson.
|DAY |LESSON |TIME |
|15 |Reading and Responding: TE, Comprehension Skills, Author’s Purpose pp. 567, 569, 571, |25 Min. |
| |573, 575, 577, 579, 581 | |
| |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. | |
| | |20 Min |
| |Practice 1 minute fluency read as outlined in Day 1 for “Lessons for Olga”. | |
| | Reading Intervention Selection Two: IG pp. 319-320, IBLM pp. 168-171. |15Min. |
| |GUMS: IG p. 321: Focus: Subject-Verb Agreement |10 Min. |
| |WORKSHOP: |20 Min. |
| |MUST DO: | |
| |Practice fluency with “When Shlemiel Went to Warsaw ”, “Lessons for Olga”, and “Amazing | |
| |Animal Navigation”. | |
| |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. | |
| |Teachers pull students to work on fluency. | |
| |Complete the IBLM Worksheets p. 109 with | |
| |students who need extra support. | |
| | | |
| |SMALL GROUP: | |
| |Fluency Practice | |
| |Give support to the students who need help completing IBLM Worksheet p. 190. | |
| |PA Lessons 27: IG pp.378-379 | |
| |Listening for short Vowel Sounds | |
Summer School/Fifth Grade OCR 2002
Lesson 4, Day 4
Preparing for the lesson: Copy IBLM Worksheet p.62.
|DAY |LESSON |TIME |
|16 |GUMS, TE p. 583 F Review of Types of Sentences, Subject-Verb Agreement, and Misused Words.|25 Min. |
| |Students will complete CLAS p. 192 as a directed lesson. | |
| |Theme Connections: TE p. 565: Orally discuss the 3 bullets under Within the Selection. |15 Min. |
| |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. | |
| |GUMS, ELDG Comparative and Superlative Adjectives p. 199-200. |10 Min. |
| |Reread “When Shlemiel Went to Warsaw”, “Lessons for Olga”, and “Amazing Animal Navigation”|10 min. |
| |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. | |
| |Fine Art, TE pp. 584-585 Follow Viewing the Theme Through Fine Art on the left side of the|10 Min. |
| |page. | |
| |WORKSHOP: |20 Min. |
| |MUST Do: | |
| |Write sentences using the comparative and superlative | |
| |forms of the words on the chalkboard. | |
| |plete IBLM p. 62. | |
| |SMALL GROUP: | |
| |Pull students to work on fluency to develop prosody, “Lessons for Olga”, “When Schlemiel | |
| |Went to Warsaw”, and “amazing Animal Navigation”. | |
| |Pull those students who need extras support to complete IBLM Worksheet p. 62. | |
| | | |
| |PA Lessons 28: IG p.379 | |
| |Lesson 28: Oral Blending: One-syllable Words | |
Summer School/Fifth Grade OCR 2002
Lesson 5, Day 1
Preparing 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 |TIME |
|17 |Word Knowledge: IG, p.327, Focus: Compound Words |25 Min. |
| |Follow bullets under About the Words and Developing Oral Language. | |
| |Dictation: IG pp. 325-326. |15 Min. |
| |Reading and Responding: IBLM pp. 172-173: “The Next Mountain”. Follow Comprehension |30 Min. |
| |Strategies in IG, pp.327-328. | |
| | | |
| |One Minute Fluency Practice | |
| |WORKSHOP: |20 Min. |
| |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 | |
| | | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 5, Day 2
Preparing for the lesson: Chart the Word Knowledge from TE, p.586K.
|DAY |LESSON |TIME |
|18 |Reading the Words and Sentences: TE p. 586K. Follow bullets under About the Words and|20 Min. |
| |Developing Oral language. | |
| |Selection Vocabulary: TE p. 586N. Introduce the vocabulary using vocabulary |20 Min. |
| |transparency #52. Remember to focus on the vocabulary strategies used for the | |
| |sentences. | |
| |Build Background & Preview and Prepare: TE p.586M-586N. Remember to chart Clues, |15 Min. |
| |Problems, and Wonderings. | |
| |Reading and Responding: TE, Chorally read “The Search” pages 586-599, 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 using “The Next Mountain”, as outlined in Day 1. | |
| |WORKSHOP: Post testing either whole or small |10 Min. |
| |Group. | |
| |MUST DO: | |
| |Practice Fluency through partner reading with “The Next Mountain”. | |
| |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: | |
| |Practice Fluency | |
| |ELDG p. 202 Focus: Contractions | |
| | | |
| |PA Lessons 30: IG pp. 379 | |
| |Oral Blending: Individual Words. Add other words | |
Summer School/Fifth Grade OCR 2002
Lesson 5, Day 3
Preparing for the lesson: Copy IBLM pp. 174-175, “The Mystery of the Monarchs”.
|DAY |LESSON |TIME |
|19 |Comprehension Skills: Author’s Point Of View pp. 587, 589, Making Inferences p. 591, |25 Min. |
| |593, 595, 597, 599 | |
| |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. |30 Min |
| | | |
| |Practice 1minute fluency read using “The Next Mountain”, as outlined in Day 1. | |
| |Reading Intervention Selection Two: IG pp. 328-329, IBLM pp. 174-175. |10 Min. |
| |WORKSHOP: Post Test whole group or small group |25 Min. |
| |MUST DO: | |
| |Practice fluency using “The Search”, “The Next Mountain” and “The Mystery of the | |
| |Monarchs”. | |
| |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 | |
| |Teachers pull students to work on fluency. | |
| |ELDG p. 206 focus: Sentence Fragments. | |
| | | |
Summer School/Fifth Grade OCR 2002
Lesson 5, Day 4
Preparing 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 |TIME |
|20 |Word knowledge: ELDG p. 203 focus: Inflectional Endings |30 Min. |
| |Follow the bullets under about the Words and Sentences | |
| |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. |25 Min. |
| | | |
| |Practice 1minute fluency read as outlined in Day 1 for “ The Mystery of the Monarchs”. | |
| |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 |10 min. |
| |read. Teacher circulates to monitor reading and determine who needs extended help during | |
| |Workshop. | |
| |Practice one minute fluency read as outlined in Day 1. | |
| |WORKSHOP: Complete any post testing |15 Min. |
| |MUST DO: | |
| |Fluency Practice | |
| |IBLM Worksheet p.81. | |
| | | |
| |MAY DO: Anagram Activity | |
| | | |
| |Small Group: | |
| |Continue post assessment. | |
| |Practice Fluency. | |
| |Give additional support to students who need help with IBLM worksheet p.81. | |
| | | |
| | | |
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