SUMMER SCHOOL MATERIALS - Los Angeles Unified ... · Web viewSegmentation: Repeating Word Parts 20 Min. Summer School/Fifth Grade OCR 2000 Lesson 1, Day 4 Preparing for the Lesson:

SUMMER SCHOOL MATERIALS/GRADE 5, 2000

PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS

INTERVENTION GUIDE GRADE LEVEL TE VOCABULARY TRANSPARENCIES #37-41 ESL SUPPLEMENT GUIDE REVISED READING AND WRITING WORKBOOK PAGES FOR UNIT 6,

LESSONS 1-5 STUDENT ANTHOLOGIES CHART PAPER SENTENCE STRIPS

ABBREVIATION KEY:IG---INTERVENTION GUIDEPA—PHONEMIC AWARENESSTE---TEACHER EDITION FROM CORE PROGRAMRWWB—READING AND WRITING WORKBOOKESL SG REV. ED.—ESL SUPPLEMENT GUIDE REVISED EDITIONGUMS—GRAMMAR, USAGE, AND MECHANICS

IWT is included in the 1½ 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 and Aviva Freeman

1

Summer School/Fifth Grade OCR 2000

The following guide provides options for the 1½ hour OCR block. Adjustments can be made to meet students’ needs. Lesson 1, Day 1Be prepared to open the unit and have copies of the story, “A New Life,” pp. 312-313 in the IG for each student. Prechart Reading the Words and Sentences under Phonics and Fluency in IG p. 308. It is helpful to copy each line in a different color. The procedure for teaching the Phonics and Fluency section is bulleted in IG p. 166.

Schedule and PacingDAY LESSON TIME

1 Reading the words and Sentences: IG, p. 308, Focus: antonyms; adjectives; long-vowel spellings Follow bullets under About the Words. Choose one of the bullets under Developing Oral Language to follow.

20 Min.

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

30 Min.

Reading and Responding: IG: “A New Life,” pp. 312-313. Follow Comprehension Strategies in Section 2, pp. 310-311, including: Preview and Prepare; Strategy Use; and Discussing the Selection.

25 Min.

IWT: Teacher administers Grade 5 Pre-Assessment either whole class or in groups. If you choose to pre-assess in small groups, begin on this day, and continue during IWT the next day while the rest of the class works on a Must Do.MUST DO: Students use the story, “A New Life,” to list words for which they can write antonyms. They fold a paper in half. They head the first column, Selection Word and the second column, Antonym.Example:Selection Word Antonym on off going coming first last

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 PartsSegmentation: Clapping syllables in names

15 Min.

2


Lesson 1, Day 2Preparing for the lesson: Chart the Word Knowledge from TE in Reading the Words and Sentences. 576G prior to the lesson. It is helpful to copy each line in a different color.

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

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

20 Min.

Selection Vocabulary: TE p. 576I. Introduce the vocabulary using vocabulary transparency #37. Remember to focus on the vocabulary strategies used in the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.576H-576I. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: TE, Chorally read “The Story of Jumping Mouse”, pages 576-585, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.

25 Min.

IWT: Whole or small group continue pre-assessment testing if not finished on Day 1. Teacher can also assess fluency using the IG selection, “A New Life.”MUST DO:

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

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

PA Lessons 2 & 3: IG pp. 363-364 Lesson 2: Oral Blending: Syllables and Word Parts Segmentation: Clapping Syllables in Names and WordsLesson 3: Oral Blending: Initial Consonant Sounds

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

10 Min.

3


Lesson 1, Day 3Preparing for the lesson: Chart the regular and irregular verbs listed under Sentence Lifting in IG pp. 314-315. Also chart the paragraph written in bold type on p. 315.

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

Sequence, pp. 577, 579, 581,58325 Min.

Discussion of Story: Following the procedure for Handing-off (see Program Appendix p. 28) conduct a discussion of the story. Revisit Clues and Problems. Add new concepts and questions about the theme to the C/Q Board.

20 Min.Includes set up of procedures and debriefing

Sentence Lifting: Preteach from IG p. 314-315 Regular and Irregular Verbs. Use the prepared chart to follow the lesson.

25 Min.

IWT: MUST DO: 1. Practice fluency2. List verbs that you find in the selection, “The Story

of Jumping Mouse”. Next to each word write, Regular verb or Irregular verb. Write the tense of the verb—past or present.

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

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

20 Min.

4


Lesson 1, Day 4Preparing for the Lesson: Make a chart and copies for the Apply section in TE p. 587G

DAY LESSON TIME4 GUMS: TE p.587G Regular and Irregular Verbs: Follow

the Instruct and Practice. The Apply section on the page should continue to be done as a directed lesson using the chart and copies you have prepared.

30 Min.

Theme Connections: TE p. 587: Orally discuss the 3 bullets under Think About It. Give students time to do Record Ideas in a writing journal. Add any new ideas to the C/Q Board. As a whole class, begin Create a Storyboard on the Theme Connections page. Students continue to work on their storyboard during IWT.

30 Min.

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

15 min.

IWT: MUST Do: 1. Practice fluency 2. Continue to work on the storyboard from Theme Connections p. 587 SMALL GROUP:

1. Work on fluency to develop prosody, using “The Story of the Jumping Mouse” and/or “A New Life”

2. Pull students to reteach regular and irregular verbs using the chart from the Apply section TE p. 587G

PA Lessons 6&7:IG pp. 367-368Lesson 6: Oral Blending: Initial Consonant Sounds Listening for Vowel Sounds Segmentation: Restoring Initial phonemes Lesson 7: Oral Blending: Final Consonant Sounds Listening for Vowel Sounds Segmentation: Restoring Initial Phonemes “Did You Ever?” Rhyme

15 Min.

5


Lesson 2, Day 1Preparing for the lesson: Prechart Reading the Words and Sentences in IG p. 316. It is helpful to copy each line in a different color. Make copies of “A Quest for Knowledge” IG pp. 320-321.

DAY LESSON TIME5 Reading the words and Sentences: IG, p. 316-317,

Focus: Roots and affixes; /k/ spelled c; plural spelling of words ending in _o Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 322 15 Min. Reading and Responding: IG pp. 320-321: “A Quest for Knowledge”. Follow Comprehension Strategies in IG, Section 2, pp. 318-319, including: Preview and Prepare; Strategy Use; and Discussing the Selection.

Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

30 Min.

IWT: MUST DO: 1. Practice fluency from “A Quest for Knowledge”2. Students use the story, “A Quest for Knowledge” to list words containing /k/ spelled c. There are at least 13 words. Write a short paragraph using as many of the /k/ words spelled with c.Small Group: Preteach for the Word Knowledge for Day 2 from the ESL SG Rev. Ed. pp. 223-224.

PA: Lessons 8 & 9 IG: pp. 368-369 Lesson 8: Oral Blending: Final consonant sounds; Listening for Vowel Sounds; Alliterative word Game Lesson 9: Oral Blending: Final consonant Sounds; Listening for vowels Segmentation: Initial Consonants

20 Min.

6


Lesson 2, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.588G. It is helpful to copy each line in a different color. Chart the prefixes, suffixes, and inflectional endings from the ESLSG REV. Ed. p.226.

DAY LESSON TIME6 Reading the Words and Sentences: TE p. 588G.

Follow bullets under About the Words and Developing Oral language. Bullet #2 can be done during IWT.

20 Min.

Selection Vocabulary: TE p. 588I. Introduce the vocabulary using vocabulary transparency #38. Remember to focus on the vocabulary strategies used for the sentences.

20 Min.

Build Background & Preview and Prepare: TE p.588H. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: TE, Chorally read “Sacagawea’s Journey”, pp. 588-599, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.

Practice 1 minute fluency read as outlined in Day1.

25 Min.

IWT: MUST DO:

1. Practice Fluency through partner reading of “A Quest for Knowledge.”

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

Small Group: Preteach Vocabulary section from ESLSG Rev.Ed. P. 226 Affixes and Inflectional Endings: Choose the more common affixes to explain and give examples of words with those affixes. Students orally put the words into sentences.

PA Lessons 10 & 11: IG pp. 369-370Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds Lesson 11: Oral Blending: Initial Consonant Sounds Segmentation: Initial Consonants

10 Min.

7


Lesson 2, Day 3Preparing for the lesson: Chart the paragraph printed in bold type under Sentence Lifting in IG p. 298.


Main Idea and Details, pp.589, 591, 593, 595, 59725 Min.



Spelling: TE, p. 601F Affixes and Inflectional EndingsFollow the lesson and continue with the RWWB, pp. 163-164, using direct instruction up to the Apply section. The Apply can be done during IWT.

25 Min.

IWT: MUST DO:

1. Practice 1 minute fluency read as outlined in Day 1.2. Complete the Apply section in the RWWB p. 164.

MAY DO: Choose a main idea and a supporting detail to illustrate from “Sacagawea’s Journey.” In your own words, write the main idea and detail under your illustration.SMALL GROUP:

1. Teachers pull students to work on fluency from the “A Quest for Knowledge”, or “Sacagawea’s Journey”

2. Continue to meet needs on working with affixes and inflectional endings using the RWWB. P. 164.

PA Lessons 12 & 13: IG pp.370-371Lesson 12: Oral Blending: Initial Consonant Sounds Segmentation: Initial ConsonantsLesson 13: Oral Blending: Initial Consonant Sounds Segmentation: Dropping final Consonants

20 Min.

8


Lesson 2, Day 4Preparing for the Lesson: Chart the practice portion of the GUMS section in TE, p. 601G,and the paragraph written in bold type in IG p. 323.

DAY LESSON TIME8 GUMS: TE p.601G: Subject and Verb Agreement

Follow the Instruct and Practice sections, continuing with Apply in the RWWB pp. 165-166. The Apply section of the RWWB on p. 166 can be completed during IWT.

30 Min.

Theme Connections: TE p. 601: Orally discuss the 3 bullets under Think About It. Give students time to do Record Ideas in their writing journal. Add any new ideas to the C/Q Board. Model Make a Character Web for one of the people in the Lewis and Clark expedition following the directions of what to include. Students can create their own web for another person during IWT.

20 Min.

Sentence Lifting, Subject Verb Agreement, IG pp. 322-323. After the introductory paragraphs, use the prepared charted paragraph along with directions and bullets on p. 323.

25 Min.

Reread “Sacagawea’s Journey” and /or “A quest for Knowledge” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.Practice one minute fluency read as outlined in Day 1.

10 min.

IWT: MUST Do: 1. Complete the Apply section from RWWB p.166. 2. Following the model of the character web, choose another person in the Lewis and Clark expedition to create a new web. SMALL GROUP:

1. Work on fluency to develop prosody using, “Sacagawea’s Journey”, or “A Quest for Knowledge”.

2. Work with Apply on p.166 of RWWB to meet individual needs.

PA Lessons 14 & 15: IG pp. 371-372Lesson 14: Oral Blending: Initial Consonant Sounds Segmentation: dropping final consonantsLesson 15: Oral Blending: One-syllable Words Segmentation: Restoring Final Consonant Sounds

15 Min.

9


Lesson 3, Day 1Preparing for the lesson: Prechart Reading the Words and Sentences in IG p. 324. It is helpful to copy each line in a different color. Make copies of “Albert’s Search”, IG pp. 328-329.

DAY LESSON TIME9 Reading the Words and Sentences: IG, p.324, Focus:

Plural forms of words ending in _y; words ending in _ly Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 330 15 Min.Reading and Responding: IG pp. 328-329: “Albert’s Search”. Follow Comprehension Strategies in IG, Section 2, pp. 326-327, including: Preview and Prepare; Strategy Use; and Discussing the Selection.Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

30 Min.

IWT: MUST DO: 1. Practice fluency from “Albert’s Search”2. Anagram activity: Write 3 sentences choosing one of the words from the Reading the Words and Sentences chart to be included in each of your sentences. Make sure to choose a different word for each of the 3 sentences. Then select one of your sentences to write onto a sentence strip. Cut out the words, shuffle them, and give them to a partner to recreate your sentence. Your partner should orally extend your sentence by adding a who, where, what, when, why, or how.

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

PA: Lessons 16 & 17 IG: pp. 372-373 Lesson 16: Oral Blending: One-syllable Words Segmentation: Dropping Final ConsonantsLesson 17: Oral Blending: One-syllable Words; Rhyming Words

20 Min.

10


Lesson 3, Day 2Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.602G. If your classroom does not come equipped with thesauruses, try to bring in at least one thesaurus


Follow bullets under About the Words and Developing Oral language.

20 Min.


20 Min.


15 Min.

Reading and Responding: TE, Chorally read “Tanya’s Reunion” pages 602-611, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.Practice 1 minute fluency read as outlined in Day 1

25 Min.

IWT: MUST DO:

1. Practice Fluency through partner reading with “Albert’s Search”.

2. List words from either reading selection that end in _ly, or words that could be made into an adverb by adding _ly. Write the page number next to the word. This list can be shared out on Day 4 during the Practice section of GUMS.

Small Group: Vocabulary: Using a Thesaurus from ESLG REV.ED. P. 232-233.

PA Lessons 18 &19: IG pp. 373-375Lesson 18: Oral Blending: One-syllable Words; Final Consonant Sounds Segmentation: Repeating Final Consonants Lesson 19: Oral Blending: Final Consonant Sounds, One-syllable Words

Segmentation: Isolating Final Consonants

10 Min.

11


Lesson 3, Day 3Preparing for the lesson: Chart the paragraph printed in bold type under Sentence Lifting in IG p. 331. Make up sentences using the adverbs given as examples in parentheses on p. 233 in the ESLG Rev. Ed. to be used as a reteach for small group instruction during IWT.


Author’s Point of View pp. 603, 605, 607; Compare and Contrast, p. 609

30 Min.



Sentence Lifting: IG p. 330-331, Adverbs: After the introduction to the lesson, use the prepared chart of bolded paragraph to follow the bullets on p. 331.

20 Min.

IWT: MUST DO:

1. Practice 1 minute fluency read as outlined in Day 1 for “Albert’s Search”.2. Rewrite p. 602 in “Tanya’s Reunion” in the first person point of view.

MAY DO: Turn to Theme Connections, p. 613 in the anthology. Work with a partner to follow the directions under Create a Chart for Planning a Trip. SMALL GROUP:

1. Teachers pull students to work on fluency from “Tanya’s Reunion”, or “Albert’s Search”.2. Reteach the concept of adverbs from prepared

sentences created from the examples in parentheses on p. 233 in ESL SG Rev. Ed. This is also a preteach for GUMS lesson on Day 4.

PA Lessons 20 & 21: IG pp.375-376Lesson 20: Oral Blending: Final Consonant Sounds; One- syllable words Segmentation: Isolating Final ConsonantsLesson 21: Oral Blending: One-syllable Words; Individual Words; Listening for Short Vowel sounds

20 Min.

12


Lesson 3, Day 4DAY LESSON TIME

12 GUMS: TE p. 615G Adverbs: Follow the lesson on the page. For the Practice section students can share out their adverb list taken from the selection that they did during IWT on Day 2. Complete the RWWB pp. 169-170 as a directed lesson, up to the Apply section, which then can be done during IWT.

25 Min.

Theme Connections: TE p. 613: Orally discuss the 5 bullets under Think About It. Give students time to do Record Ideas in their writing journal. Add any new ideas to the C/Q Board.

15 Min.

Reading and Responding: TE, p. 614-615. Read the 2 poems. Follow the bullets in the margins.

25 Min.

Reread “Tanya’s Reunion” and /or “Albert’s Search” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.Practice one minute fluency read as outlined in Day 1.

10 min.

IWT: MUST Do: 1. Complete the Apply section from RWWB p.170. 2. Write a paragraph describing an imaginary place of your own.SMALL GROUP:

1. Work on fluency to develop prosody using Tanya’s Reunion”, “Albert’s Search”

2. Pull students to work on the Apply section of the RWWB p. 170.

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

15 Min.

13


Lesson 4, Day 1Preparing for the lesson: Prechart Reading the Words and Sentences in IG p. 332. It is helpful to copy each line in a different color. Make copies of “Lessons for Olga” IG pp.336-337.

DAY LESSON TIME13 Reading the words and Sentences: IG, p.332, Focus: /l/

spelled _le; review long a spellings Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 338. 15 Min. Reading and Responding: IG pp. 336-337: “Lessons for Olga”. Follow Comprehension Strategies in IG, Section 2, pp. 334-335, including: Preview and Prepare; Strategy Use; and Discussing the Selection.

Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

30 Min.

IWT: MUST DO: 1. Practice fluency from “Lessons for Olga”2. Choose 5 different words from lines 4, 5, and 6 from the Reading the Words and Sentences chart. Write a clue for each word. Exchange papers with a partner who will write the word that answers the clue, and draw a circle around the long a spelling in the word.Small Group: Preteach for the Word Knowledge for Day 2 from the ESL SG Rev. Ed. pp. 234-235.

PA: Lessons 24 & 25 IG: pp. 377-378 Lesson 24: Oral Blending: One-syllable Words Segmentation: Initial BlendsLesson 25: Oral Blending: Initial Vowel Replacement One-syllable Words

20 Min.

14


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


Follow bullets under About the Words and the first bullet under Developing Oral language. The second bullet can be adapted for IWT.

20 Min.


15 Min.

Build Background & Preview and Prepare: TE p.616H-616I. Remember to chart Clues and Problems.

15 Min.

Reading and Responding: TE, Chorally read “When Shlemiel Went to Warsaw” pages 616-627, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.Practice 1 minute fluency read using “Lessons for Olga”, as outlined in Day 1

25 Min.

IWT: MUST DO:

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

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

Small Group: Vocabulary, Context Clues from ESLG REV.ED. P. 238. Follow the bullets on p. 239. This is a preteach for TE lesson on Day 3.

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

15 Min.

15


Lesson 4, Day 3Preparing for the lesson: Chart the paragraph in bold type in ESL SG Rev. Ed p. 239 for small group preteach during IWT.

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

Author’s Purpose pp. 617, 619, 621, 623,62525 Min.


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

20 Min

Vocabulary, Meanings of words in Context TE p. 631Follow the Instruct and Practice and continue with the RWWB pp. 171-172 using direct instruction up to the Apply section, which can be completed in IWT

25 Min.

IWT: MUST DO:

1. Practice fluency with “When Shlemiel Went to Warsaw ” and/or “Lessons for Olga”2. Complete the Apply section in the RWWB p.172.

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

1. Teachers pull students to work on fluency.2. Preteach GUMS, Comparative and Superlative

Adjectives in ESL SG Rev. Ed. p. 239

PA Lesson 27: IG pp.378-379Listening for short Vowel Sounds

20 Min.

16


Lesson 4, Day 4Preparing for the lesson: Chart the paragraph in bold type in IG p. 339.

DAY LESSON TIME16 GUMS, TE p. 631G, Adjectives: Follow the Instruct and

Practice. Keep the words on the chalkboard so that during IWT, the students can write sentences using the comparative and superlative forms of the words, as directed in the Apply section.RWWB pp. 173-174: do as a directed lesson up to Apply, which can be completed during IWT.

25 Min.

Theme Connections: TE p. 629: Orally discuss the 4 bullets under Think About It. Give students time to do Record Ideas in their writing journal. Add any new ideas to the C/Q Board. If there is time, do the Create an Advice Column for Travelers, whole group.

15 Min.

Sentence Lifting, IG Comparative and Superlative Adjectives p. 339. Use your precharted paragraph to follow the bullets on the page.

10 Min.

Reread “When Shlemiel Went to Warsaw” and /or “Lessons for Olga” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.Practice one minute fluency read as outlined in Day 1.

10 min.

Fine Art, TE pp. 630-631 Follow Viewing the Theme Through Fine Art on the left side of the page.

10 Min.

IWT: MUST Do: 1. Write sentences using the comparative and superlative forms of the words on the chalkboard. 2. Complete the Apply section in the RWWB p. 174.SMALL GROUP:

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

2. Pull students to work with p. 174 in the RWWB.

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

20 Min.

17


Lesson 5, Day 1Preparing for the lesson: Prechart Reading the Words and Sentences in IG p. 340. It is helpful to copy each line in a different color. Run off “The Next Mountain” IG, pp.344-345.

DAY LESSON TIME17 Reading the words and Sentences: IG, p.340, Focus:

antonyms; /f/ spelled ph; prefix dis_ (The missing words in Line 2 are: always and early. The missing words in Line 3 are photo and physical. Follow bullets under About the Words and Developing Oral Language.

25 Min.

Dictation: IG p. 322 p.346 15 Min.Reading and Responding: IG pp. 344-345: “The next Mountain”. Follow Comprehension Strategies in IG, Section 2, pp. 342-343, including: Preview and Prepare; Strategy Use; and Discussing the Selection.Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read.

30 Min.

IWT: 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 Reading words and Sentences 3. ANAGRAM ACTIVITY: Write a sentence on a sentence strip that includes a word with the prefix _dis. Cut out the words, mix them up, and give them to a partner to recreate your sentence and then extend it. Small Group: Preteach for the Word Knowledge on Day 2 from the ESL SG Rev. Ed. pp. 240-241.

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

20 Min.

18


Lesson 5, Day 2Preparing for the lesson: Chart the Word Knowledge from TE, Reading the Words and Sentences p.632G


Follow bullets under About the Words and Developing Oral language.

20 Min.


20 Min.


15 Min.

Reading and Responding: TE, Chorally read the first half of “Alberic the Wise” pages 632-641, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. Practice 1 minute fluency read using “The Next Mountain”, as outlined in Day 1.

25 Min.

IWT: Begin post testing whole or small groupMUST DO:

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

2. Rewrite and extend each of the 3 sentences from the Word Knowledge chart by adding a when to each of the sentences. Small Group: Preteach: Vocabulary, Prefixes from ESLG REV.ED. P. 244

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

10 Min.

19

Summer School/Fifth Grade OCR 2000 Lesson 5, Day 3Preparing for the lesson: Make the Pronouns and Possessive Pronouns chart from IG p. 346 for IWT small group preteach.

DAY LESSON TIME19 Reading and Responding: TE, Chorally read the second

half of “Alberic the Wise”, pages 642-649, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.

25 Min.

Vocabulary: TE, p. 651F, Prefixes Directly teach the Instruct, Practice part of the lesson. Select just a few examples of words from the selection with prefixes as a guided practice for the Apply section. Continue with the RWWB pp. 175-176 as a highly structured practice up to the Apply section. The apply on p. 176 can be completed during IWT.Practice 1 minute fluency read using “The Next Mountain”, as outlined in Day 1.

30 Min

Dictation and Spelling: ESLG Rev. Ed. p. 243. Prior to dictating the words, remind students of the Word Knowledge lesson that reviewed the ph spelling for the /f/ sound.

10 Min.

IWT: Post Test whole group or small groupMUST DO:

1. Practice fluency using “Alberic the Wise” and/or “The next Mountain”

2. Complete the Apply section of RWWB p. 176 MAY DO: Choose 4 of the new words with prefixes that you have written in the RWWB and illustrate them. Share your work with a partner, and have your partner label your illustrations with the appropriate word. SMALL GROUP: post testing and/or:

1. Teachers pull students to work on fluency.2. Preteach Pronouns and Referents from IG p. 346.

The Sentence Lifting part will be done on Day 4, whole class.

25 Min.

20


Lesson 5, Day 4Preparing for the lesson: Chart the paragraph written in bold type in IG p. 347 for Sentence Lifting lesson.

DAY LESSON TIME20 Reading and Responding: TE, Comprehension Skills,

Main Idea and Details, pp. 633, 635, 637, 639, 641, 643, 645, 649 Take note of the 3-column chart for Section, Main Idea and Details on p. 243 as a visual and organizer.

30 Min.

Discussion of story combined with Theme Connections: Following the procedure for Handing-off (see Program Appendix p. 28) and incorporating the bulleted questions on p.651, conduct a discussion of the story. Revisit Clues and Problems. Add new concepts and questions about the theme to the C/Q Board.

Practice 1 minute fluency read as outlined in Day 1 for “The town Crier”.

25 Min.

Sentence Lifting: IG p. 347 Use the prepared chart to follow the lesson.

10 Min.

Reread “Alberic the Wise” or “The Next Mountain” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.Practice one minute fluency read as outlined in Day 1.

10 min.

IWT: Complete all testing.MUST Do: 1. Write a short paragraph about a person or an animal helping a person. Make sure to use pronouns correctly in your paragraph. 2. Exchange papers with a partner. Your partner should identify the pronouns and tell what nouns they replace.SMALL GROUP: Post testing and/or:

1. Pull students to work on fluency to develop prosody, using “Alberic the Wise” and “The Next Mountain.”

15 Min.

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SUMMER SCHOOL MATERIALS - Los Angeles Unified ... · Web viewSegmentation: Repeating Word Parts 20 Min. Summer School/Fifth Grade OCR 2000 Lesson 1, Day 4 Preparing for the Lesson: