Summer School Literacy Pacing Guide

PRIMARY: Week 2
Monday Tuesday Wednesday Thursday / Friday
Opening
Lesson Focus
Have students name some of the ways they engaged with text during the previous week.
Explain how readers use and integrate their background knowledge every day. Reminding students how they connect
their own experiences and prior learning will set the stage for this week’s strategy: inferring.
Remind students of the ways they “coded” their connections previously.
Tell students they are going to have an opportunity to read a new kind of text this week—a poem!
The Primary Toolkit, Infer and Visualize: Lesson 12 – “Infer Meaning”
Read Aloud /
Shared
Reading
Connect and Engage /
Model / Guide: (pp 2-10 for
Honey, I Love – “Things”;
see pp 16-17 for using an
alternate text) Inferring is
challenging for most
students. It requires the
reader to establish a
“partnership” with the text.
In inferring, students must
fill gaps the author leaves,
either intentionally or
unintentionally.
TIP: You may want to build
background by briefly
talking about the differences
in poetry and prose (define
this term if necessary).
Prose . . .
Is longer
Has more details
Is sometimes easier to
understand
Poetry . . .
Practice Independently:
(p 9) Reread the poem from
the previous day, referring
to Post-it notes and the
group’s discussion around
the text. Explain that the
reader must work to really
understand this poem. You
might put up the following
“formula” to share what
happens when we infer.
Inferring is . . .
My Thinking
+
The Poet’s Words
Highlight what teacher and
students did to “think about
text.” Remind students that
they supported their
inferences by finding clues
in the poem.
Give students another I Infer
Thinksheet and have them
work to record what they
infer.
Share the Learning: (p 9)
Invite students to share their
drawing and/or writing.
Before sharing, however,
you may want to “role play”
how they might share: “I
inferred the . . . because I
noticed this clue….”
TIP: You may have
students come together
initially in groups of 3 or 4 to
share. If needed, use a
fishbowl to remind them
how to take turns and
extend ideas. This will make
sharing with the whole
group easier for some
students.
Then have students share
as a whole group.
Anchor Learning: Wrap up
the week’s lessons by
creating an Anchor Chart
that captures learning. (See
p 27 in the Teacher’s
Guide.)
Extension: Introduce a
second text. “Old and New”
on p. 122 of Keep Reading!
Discuss how readers infer
from pictures as well as
text. The left column in this
text has photographs of old
things and the right new
things. Invite students to
discuss the differences and
infer what those differences
might mean. After doing the
first two, have students
work in partners to continue,
using an I Infer Thinksheet
for more practice.
Uses fewer words
Relies on “strong” words
and images
Always makes the reader
work a little harder
Have the poem written on a
chart to capture thinking
during reading.
Summer School Literacy – for more resources, visit: www.ComprehensionToolkit.com
Heinemann ©2009 by Judy Wallis, Stephanie Harvey, and Anne Goudvis (updated 1/29/2016)
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