ࡱ> q` IbjbjqPqP V::}iX|||Xԇ\0X200d̍̍̍acccccc$h|ȍȍ4kkkakakkJ\y$ `!b|ј<B07B yy<̍4kڔ̍̍̍X̍̍̍XXX$|XXX|XXX 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 IBLMINTERVENTION BLACKLINE MASTERS PAPHONEMIC AWARENESS TE---TEACHER EDITION FROM CORE PROGRAM CLASWBCOMPREHENSION AND LANGUAGE ARTS SKILLS WORKBOOK ELDGENGLISH LANGUAGE DEVELOPMENT GUIDE GUMSGRAMMAR, USAGE, AND MECHANICS Workshop is included in the 1 1/2 hour OCR block. We gave suggestions for MUST DOs but included only a few MAY DOs 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 DAYLESSONTIME1Word Knowledge: IG, p. 261. Focus: /j/ spelled g Follow bullets under About the Words and Developing Oral Language 20 Min.Unit Opener: See procedures in packet, Opening the Unit for Fourth Grade, Unit 6. Remember to read the Read Aloud, the Colonies, pp.483L-483M35 Min. Reading and Responding: The First American Settlers (IBLM 137-138), Follow the bullets under Reading the Selection in IG p. 264.20 Min.WORKSHOP: Teacher administers Grade 4 Pre-Assessment either whole class or in 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 15 Min.  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. DAYLESSONTIME2Word Knowledge: TE p. 484K-484L. Follow bullets under About the Words and Developing Oral Language.20 Min.Selection Vocabulary: TE p. 484N. Introduce the vocabulary using vocabulary transparency #34. Remember to focus on the vocabulary strategies used in the sentences.20 Min.Build Background & Preview and Prepare: TE p.484M. Remember to chart Clues and Problems and Wonderings.15 Min.Reading and Responding: TE, Chorally read Early America pages 484-489, stopping to model the comprehension strategies on the left hand side of TE pages. Teachers voice is included in the choral read as a model.25 Min.WORKSHOP: 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 DOS as well as TEACHER DIRECTED SMALL GROUPS can be inserted into other parts of the day. 10 Min. 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. DAYLESSONTIME3Supporting the Reading: TE p. 489C Follow the Teach and Guided Practice. Create a chart in place of the transparency. Show how the chart is set up to be used for the Reading and Responding comprehension skills.10 Min.Reading and Responding: TE, Comprehension Skills: Classifying and Categorizing, pp. 485, 487, 489 Use the chart that you set up in Supporting the Reading.30 Min.Discussion of Selection: Following the procedure for Handing-off, p. 489A, 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. Includes set up of procedures and debriefing CLASWB: pp. 186-187 Do as a direct instruction lesson following the directions in the Independent Practice. Work up to the Apply on p. 187 of the workbook which can be completed during workshop.20 Min.WORKSHOP: MUST DO: 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 Parts15 Min. Summer School/Fourth Grade OCR 2002 Lesson 1, Day 4 Preparing for the lesson: Make copies of IBLM worksheet 81 DAYLESSONTIME4GUMS: IG p. 266 Parts of Speech Follow the bullets and give examples of nouns, verbs, adjectives, and adverbs. Continue the lesson using IBLM worksheet 81 as a guided practice.30 Min.Theme Connections: TE p. 491: Orally discuss the 3 bullets under Within the Selection. Give students time to record the ideas in their Writers notebook in a writing journal. Continue to discuss Across and Beyond the Selection. Add any new ideas to the C/Q Board.30 Min.Reread Early America and /or The First American Settlers. Teacher circulates to monitor reading and determine who needs extended help during IWT. 15 min.WORKSHOP: 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 15 Min. 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 Childs Life in Colonial Days IBLM pp. 141-142. DAYLESSONTIME5Word knowledge: IG, p. 269, Focus: Long I spelled _igh, _y, _ie, and _i. Follow 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.20 Min.Dictation and Spelling: pp. 269-27015 Min. Reading and Responding: IG pp. 271-272: Follow the IG lesson for Intervention Selection One, A Childs 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.30 Min.WORKSHOP: MUST DO: 1. Practice fluency from A Childs 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 25 Min.  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. DAYLESSONTIME6Word Knowledge: Reading the Words and Sentences TE p. 492K-492L Follow bullets under About the Words and Developing Oral language.20 Min.Selection Vocabulary: TE p.492N Introduce the vocabulary using vocabulary transparency #35. Remember to focus on the vocabulary strategies used for the sentences.20 Min.Build Background & Preview and Prepare: TE p.492M. Remember to chart Clues, Problems and Wonderings.15 Min.Reading and Responding: TE, Chorally read The Voyage of the Mayflower pages 510-517, stopping to model the comprehension strategies on the left hand side of TE pages. Teachers voice is included in the choral read as a model. Practice 1 minute fluency read as outlined in Day1. 25 Min.WORKSHOP: MUST DO: Practice Fluency through partner reading of A Childs 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 10 Min. Summer School/Fourth Grade OCR 2002 Lesson 2, Day 3 Preparing for the lesson: make copies of IBLM Worksheet 84. DAYLESSONTIME7Supporting the Reading: TE p. 497C Use chart paper instead of the transparency to show information about making inferences while directly teaching the comprehension skills. Reading and Responding: TE, Comprehension Skills: Making Inferences, pp. 493, 495, 497 30 Min.Discussion of Selection: Following the procedure on p. 497A. Conduct a discussion of the story. Revisit the Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board.  20 Min. Includes set up of procedures and debriefingGUMS: TE p. 299F Follow the bullets under Teach and continue with the CLASWB p. 196 as a guided practice instead of an independent practice.20 Min.WORKSHOP: 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 Childs 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 Consonants20 Min. 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. DAYLESSONTIME8Theme Connections: TE p. 499: Orally discuss the 2 bullets under Within the Selection. Give students time to do record ideas in their Writers Notebook. Continue to discuss Across and Beyond the Selection. Add any new ideas to the C/Q Board. 20 Min.Intervention Selection Two: Follow the bullets in IG on pp. 272-273 for The Clever Whitewasher, IBLM pp. 143-14430 Min.Practicing Punctuation Marks: ELDG p. 230 Use your prepared chart to follow the bullets.15 Min.Reread The Voyage of the Mayflower and /or The Clever Whitewasher 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. 10 min.WORKSHOP: 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 15 Min. 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. DAYLESSONTIME9Word Knowledge: IG, p.276, Focus: Long u sound spelled _ue, _ew, u and u_e Follow bullets under About the Words and Developing Oral Language. 20 Min.Dictation and Spelling: IG p. 276-27715 Min.Reading and Responding: IBLM pp. 145-146: A Visit to Williamsburg. Follow the 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.30 Min.WORKSHOP: 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 Words25 Min.  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 DAYLESSONTIME10Word Knowledge: TE p. 502K-502L Follow bullets under About the Words and Developing Oral language.20 Min.Selection Vocabulary: TE p. 502N. Introduce the vocabulary using vocabulary transparency #36. Remember to focus on the vocabulary strategies used for the sentences.20 Min.Build Background & Preview and Prepare: TE p.502M. Remember to chart Clues, Problems and Wonderings15 Min.Reading and Responding: TE, Chorally read Pocahontas pages 502-505, stopping to model the comprehension strategies on the left hand side of TE pages. Teachers voice is included in the choral read as a model. Practice 1 minute fluency read as outlined in Day 125 Min.WORKSHOP: 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 10 Min. Summer School/Fourth Grade OCR 2002 Lesson 3, Day 3 Preparing for the lesson: Make copies of IBLM Worksheet 86 and 87. DAYLESSONTIME11Reading and Responding: TE, pp.503, 505, Authors Purpose Literary Elements TE p. 505D, consistency of Character and Relationships25 Min.Discussion of Story: Following the procedure for Handing-off p. 505A 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. Includes set up of procedures and debriefingGUMS: IG, p. 281, Prepositional Phrases Follow the bullets under Prepositional Phrase through Guided Practice working with IBLM worksheet 86.20 Min.WORKSHOP: 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 others 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 Sounds25 Min. Summer School/Fourth Grade OCR 2002 Lesson 3, Day 4 Preparing for the Lesson: Make copies of IBLM pp. 147-148 She Was First. DAYLESSONTIME12Theme Connections: TE p. 507 Orally discuss the 2 bullets under Within the Selection. Give students time to record ideas in their Writers Notebook. Continue to discuss Across and Beyond the Selections.15 Min.Reading Intervention Selection Two: IG Follow the bullets on pp. 279-280 for the IBLM pp. 147-148, She Was First.30 Min.GUMS: TE, p. 507 Words, Phrases, and Clauses as Modifiers: The bullets under Teach can be used along with the ELDG p. 235 for teaching the lesson. Continue with CLASWB p.201 using direct instruction. 25 Min.Reread Pocahontas and /or She Was First 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.WORKSHOP: 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 10 Min. 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. DAYLESSONTIME13Reading the words and Sentences: IG, p.284, Focus: /er/ spelled ar Follow bullets under About the Words and Developing Oral Language. 15 Min.Dictation: IG p. 28415 Min. Reading and Responding: IBLM pp. 149-150: Lewis and Clark. Follow the bullets 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.30 Min.Preteach Vocabulary for Anthology Selection: IG p. 285 Follow the first bullet to apply decoding skill to sound out the words.10 Min.WORKSHOP: 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 Words20 Min.  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. DAYLESSONTIME14Reading the Words and Sentences: TE p. 508K. Follow bullets under About the Words and Developing Oral language.20 Min.Selection Vocabulary: TE p. 508N. Introduce the vocabulary using vocabulary transparency #37. Remember to focus on the vocabulary strategies used for the sentences.20 Min.Build Background & Preview and Prepare: TE p.508M. Remember to chart Clues, Problems and Wonderings15 Min.Reading and Responding: TE, Chorally read the first part of the selection, Martha Helps the Rebel pages 508-513, stopping for the comprehension strategies on the left hand side of TE pages. Teachers voice is included in the choral read as a model. Practice 1 minute fluency read using Lewis and Clark, as outlined in Day 125 Min.WORKSHOP: 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 10 Min. 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. DAYLESSONTIME15Reading and Responding: TE, Chorally read the second part of Martha Helps the Rebel, pp. 514-517, stopping for the comprehension strategies on the left hand side of the page.25 Min.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. Practice 1 minute fluency read as outlined in Day 1 for Lewis and Clark.  20 MinGUMS: Use the precharted Kinds of Sentences from ELDG p. 241 and the Sentence Structure on p. 242 to follow TE GUMS p. 519F. Do CLASWB p. 208 as a guided lesson. 25 Min.WORKSHOP: 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 Sounds20 Min. 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. DAYLESSONTIME16Reading and Responding, TE Compare and Contrast, pp. 509, 511, 513, 515, 517.25 Min.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 time to record the ideas in their Writers Notebook. Add any new ideas to the C/Q Board. Practice one minute fluency read as outlined in Day 1.15 Min.GUMS: Reteaching compound Sentences, IG pp. 289-290: Use the prepared chart of the bolded paragraph to teach the lesson. Continue in a guided practice using IBLM worksheet 88. 25 Min.WORKSHOP: 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 15 Min. 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. DAYLESSONTIME17The poetry lesson on pp. 520-521 can be done on the last day of school. Word Knowledge: IG, p.292, Focus: Suffix _ness meaning quality or state of being Follow bullets under About the Words and Developing Oral Language. 20 Min.Dictation: IG p. 32215 Min.Reading and Responding: In this lesson, begin with using the second intervention 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.30 Min.WORKSHOP: 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. 25 Min.  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 DATELESSONTIME18Word Knowledge: TE p. 522K. Follow bullets under About the Words and Developing Oral language.20 Min.Selection Vocabulary: TE p. 522N. Introduce the vocabulary using vocabulary transparency #38. Remember to focus on the vocabulary strategies used for the sentences.20Min.Build Background & Preview and Prepare: TE p.532M. Remember to chart Clues and Problems and wonderings15 Min.Reading and Responding: TE, Chorally read Going West pages 522-529, stopping to use the comprehension strategies on the left hand side of TE pages. Teachers voice is included in the choral read as a model. Practice 1 minute fluency read using A Festival of Crows, as outlined in Day 125 Min.WORKSHOP: 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 10 Min. 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. DAYLESSONTIME19Reading and Responding: TE, Comprehension Skills, Sequence pp.523, 525, 527, 52925 Min.Comprehension Skills, Sequence TE pp. 529C Instead of using the transparency, chart the sequence using a Flow Map or other visual. 20 Min.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. Practice 1 minute fluency read as outlined in Day 1 for A Festival of Crows.  15 MinGUMS: IG, p.297 Follow the bullets under Common Irregular Verbs. Continue doing IBLM Worksheet 90 as a guided lesson just to circle the irregular verbs. The sentences can be written during Workshop. 15 Min.WORKSHOP: Post Test whole group or small group 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. 15 Min. 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. DAYLESSONTIME20Sequence: TE p. 529D 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.20 Min.Theme Connections: TE p. 531: Orally discuss the 2 bullets under Think About It. Give students time to record ideas in their writing journal. Add any new ideas to the C/Q Board. 15 Min.Reading and Responding, IBLM pp. 153-154: The Town Crier. Follow the bullets under Intervention Selection One IG p. 294-295 through Reading the Selection.25 Min.Common Irregular Verbs, IBLM Worksheet 91: Guide the students in circling the correct form of the irregular verb. They can complete the worksheet by copying the sentences correctly during Workshop.15 min.WORKSHOP: Continue to post test whole or small group 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. 215.15 Min.      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