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 GUIDE
PA—PHONEMIC AWARENESS
TE---TEACHER EDITION FROM CORE PROGRAM
RWWB—READING AND WRITING WORKBOOK
ESL SG REV. ED.—ESL SUPPLEMENT GUIDE
REVISED EDITION
GUMS—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
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 1
Be 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 Pacing
DAY / LESSON / TIME1 / 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 Parts
Segmentation: Clapping syllables in names / 15 Min.
Summer School/Fifth Grade OCR 2000
Lesson 1, Day 2
Preparing 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:
- 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.
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. / 10 Min.
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Summer School/Fifth Grade OCR 2000
Lesson 1, Day 3
Preparing for the lesson: Chart the regular and irregular verbs listed under Sentence Liftingin 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, 581,583 / 25 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. 314-315Regular and Irregular Verbs. Use the prepared chart to follow the lesson. / 25 Min.
IWT: MUST DO:
- Practice fluency
- 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.
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 / 20 Min.
Summer School/Fifth Grade OCR 2000
Lesson 1, Day 4
Preparing for the Lesson: Make a chart and copies for the Apply section in TE p. 587G
DAY / LESSON / TIME4 / GUMS: TE p.587GRegular and Irregular Verbs: Follow the Instruct and Practice. The Applysection on the pageshould 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, beginCreate 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 NewLife”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:
- Work on fluency to develop prosody, using “The Story of the Jumping Mouse” and/or “A New Life”
- Pull students to reteach regular and irregular verbs using the chart from the Apply section TE p. 587G
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 / 15 Min.
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Summer School/Fifth Grade OCR 2000
Lesson 2, Day 1
Preparing 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 DevelopingOral 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.
Summer School/Fifth Grade OCR 2000
Lesson 2, Day 2
Preparing 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 underAbout 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:
- 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.
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 / 10 Min.
Summer School/Fifth Grade OCR 2000
Lesson 2, Day 3
Preparing for the lesson: Chart the paragraph printed in bold type under Sentence Lifting in IG p. 298.
DAY / LESSON / TIME7 / Reading and Responding: TE, Comprehension Skills: Main Idea and Details, pp.589, 591, 593, 595, 597 / 25 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
Spelling: TE, p. 601F Affixes and Inflectional Endings
Follow the lesson and continuewith 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:
- Practice 1 minute fluency read as outlined in Day 1.
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:
- Teachers pull students to work on fluency from the “A Quest for Knowledge”, or “Sacagawea’s Journey”
- Continue to meet needs on working with affixes and inflectional endings using the RWWB. P. 164.
Lesson 12: Oral Blending: Initial Consonant Sounds
Segmentation: Initial Consonants
Lesson 13: Oral Blending: Initial Consonant Sounds
Segmentation: Dropping final Consonants / 20 Min.
Summer School/Fifth Grade OCR 2000
Lesson 2, Day 4
Preparing 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:
- Work on fluency to develop prosody using, “Sacagawea’s Journey”, or “A Quest for Knowledge”.
- Work with Apply on p.166 of RWWB to meet individual needs.
Lesson 14: Oral Blending: Initial Consonant Sounds
Segmentation: dropping final consonants
Lesson 15: Oral Blending: One-syllable Words
Segmentation: Restoring Final Consonant
Sounds / 15 Min.
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Summer School/Fifth Grade OCR 2000
Lesson 3, Day 1
Preparing 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 Wordsand 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 Consonants
Lesson 17: Oral Blending: One-syllable Words;
Rhyming Words / 20 Min.
Summer School/Fifth Grade OCR 2000
Lesson 3, Day 2
Preparing 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
DAY / LESSON / TIME10 / Reading the Words and Sentences: TE p. 602G. Follow bullets underAbout the Words and Developing Oral language. / 20 Min.
Selection Vocabulary: TE p. 602I. Introduce the vocabulary using vocabulary transparency #39. Remember to focus on the vocabulary strategies used for the sentences. / 20 Min.
Build Background & Preview and Prepare: TE p.602H. Remember to chart Clues and Problems. / 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:
- 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. This list can be shared out on Day 4 during the Practice section of GUMS.
PA Lessons 18 &19: IG 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 / 10 Min.
Summer School/Fifth Grade OCR 2000
Lesson 3, Day 3
Preparing 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.
DAY / LESSON / TIME11 / Reading and Responding: TE, Comprehension Skills: Author’s Point of View pp. 603, 605, 607; Compare and Contrast, p. 609 / 30 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: 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:
- Teachers pull students to work on fluency from
- 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.
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 / 20 Min.
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