Summer School Literacy Pacing Guide

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Primary: Week 3 (page 3) Monday Tuesday Wednesday Thursday / Friday Sharing / Closing Have students discuss things they have or are reading. How will the lesson today help them as a reader and as a writer? Have students turn and share and then offer ideas to the whole group. Have the students recap the day by thinking of the important things they did and the interesting things they did. Tell students to support their thinking! Have students “popcorn” (say quickly without raising hands) at least four important things they are learning in summer school. Ask students to turn and tell their neighbor what they will read over the weekend and how they will determine if something is interesting or important. Extending Study a Second Week Reading Use Determine Importance: Lesson 17 – “Paraphrase Information” to continue the first week focus on determining importance. This will help students realize the importance of putting ideas into their own words. Writing Use Ideas – I-10: “Elaborate on an Idea” to help students continue working on their writing. Students can add to the books they began the previous week by adding more ideas. Plan time to confer. Nonfiction Other Suggested Titles Fiction Magic School Bus books (These books are excellent because they have both a storyline and informational text that can be used to determine importance. The storyline keeps the reader engaged. Many are available in Spanish.) Gail Gibbons’ books The Important Book, Margaret Wise Brown Bigmama’s, Donald Crews If You Give a Mouse a Cookie, Laura Numeroff (Si Le Das Una Galletita a Un Raton) Big Red Barn, Margaret Wise Brown (El Gran Granero Rojo) Summer School Literacy – for more resources, visit: www.ComprehensionToolkit.com Heinemann ©2009 by Judy Wallis, Stephanie Harvey, and Anne Goudvis (updated 1/29/2016) 20
PRIMARY: Week 4 Monday Tuesday Wednesday Thursday / Friday Opening Lesson Focus Engage students in a discussion about all they have done during summer school. Accept all the answers. Once students have had a chance to offer their ideas, ask if anyone can summarize, or combine ideas to pull together the most important information. Support for this may be necessary! And, if it is, use that to introduce the topic for the week, letting students know that summarizing can be challenging, but they are ready to do it. Explain to students that they will be learning about summarizing during this (or these) final weeks of summer school. The Primary Comprehension Toolkit, Summarize and Synthesize: Lesson 19 – “Summarize Information” See also Determine Importance: Lesson 18 – “Organize your Thinking as You Read” Read Aloud / Shared Reading Connect and Engage / Model: NOTE: This lesson is connected to Lesson 18 in Determine Importance. Refer to it as you plan. Use the “Welcome to the Rain Forest” poster (pp 2-14) or the Lesson Guide on pp 16- 17 when reading an alternate text. Explain to the students that they will be reading and summarizing this week. Use Lesson 18 as a guide for reading the text, taking notes on the Anchor Chart “I Learned/I Wonder/Wow!” to demonstrate what students will be doing. This lesson is especially important for summer school. Many students find summarizing and synthesizing difficult. Be sure to explain that we summarize orally, in writing, and in drawing. In fact, what they did in the opening was an oral summary. Guide: Use Lesson 18 and follow the Guide section on pp 36-37. Collaborate or Practice Independently: (pp 38-39) Using the small copies of “Welcome to the Rain Forest,” have students work with a partner to write their own Post-its. Move about the students conferring and listening to them. Share the Learning: (pp 38-39) Have students share their learning and the Postits. Connect and Engage: (Summarize and Synthesize, pp 2-5) Connect Lessons 18 and 19 by discussing what a summary is and what a topic is. Create an Anchor Chart using the one on p 7 (Lesson 19) as a guide. Model / Guide: (pp 8-9) Show how you combine information to create the group summary, and then share the anchor chart to review the steps. Invite students to continue reading and writing Post-its. TIP: One of the ways to help students think about summarizing is to suggest they find what you can “delete” or do without. Most students want to keep too much information making a summary longer than what they are summarizing! Collaborate or Practice Independently: (pp 7-10) You will probably need to support student in doing this. Provide support by pulling small groups as needed. Share the Learning: (p 10) Have students share their summaries, providing feedback. Extension: After assessing what students have written, use remaining time to reteach as necessary. Small Group/ Independent Learning / Conferring Introduce an appropriate level nonfiction text. Do a brief picture/text walk through the book to introduce and activate prior knowledge. Begin reading, explaining to students that they will be helping create a summary of the text. Model and guide students in using Post-its to record their thinking as they go. Continue reading from the previous day. Complete the text. Ask students to return to the text and discuss where they put Post-its. Teach the process of “Postit note survival,” in which you have students select the Post-its that best represent key ideas from the text. Using the process, coauthor a summary similar to the one on p 9 (Lesson 19). Introduce another short text such as “Watch Me Grow” (pp 50-51) in Keep Reading! Have students read through the text and select the key ideas. Students may see if they focus on the boldface type, they can actually summarize the passage, adding very few words. A hen’s egg hatches into a baby chick. The chick grows into a chicken. Use the previous day’s text to show how readers sometimes create graphics to show the key ideas. Using Post-its, create a cycle or timeline. Chicken Egg Baby chick hatches Summer School Literacy – for more resources, visit: www.ComprehensionToolkit.com Heinemann ©2009 by Judy Wallis, Stephanie Harvey, and Anne Goudvis (updated 1/29/2016) 21
Page 1 and 2: Summer School Literacy Pacing Guide
Page 3 and 4: Frequently Asked Questions How were
Page 5 and 6: Classroom Environment for Literacy
Page 7 and 8: Schedules for the Literacy Block Id
Page 9 and 10: Guiding Reading and Writing Organiz
Page 11 and 12: coaching a smaller part of the game
Page 13 and 14: PRIMARY: Week 1 Monday Tuesday Wedn
Page 15 and 16: PRIMARY: Week 2 Monday Tuesday Wedn
Page 17 and 18: Primary: Week 2 (page 3) Monday Tue
Page 19: Primary: Week 3 (page 2) Monday Tue
Page 23 and 24: Primary: Week 4 (page 3) Nonfiction
Page 25 and 26: Intermediate: Week 1 (page 2) Monda
Page 31 and 32: INTERMEDIATE: Week 4 Monday Tuesday
Page 33 and 34: Intermediate: Week 4 (page 3) Nonfi
Page 35 and 36: A chart follows that outlines the a
Page 37 and 38: Reading Survey/Encuesta de lectura
Page 39 and 40: Reading Conference Notes Student Na
Page 41 and 42: Primary: Week 2 Strategy Observatio
Page 43 and 44: Primary: Week 4 Strategy Observatio
Page 45 and 46: Intermediate: Week 2 Strategy Obser
Page 47 and 48: Intermediate: Week 4 Strategy Obser
Page 49: Portfolio Summary: Summer School (y

Summer School Literacy Pacing Guide

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