Summer School Literacy Pacing Guide

Recommendations

Info

Intermediate: Week 3 (page 3) Monday Tuesday Wednesday Thursday / Friday Lesson Focus Teaching the Qualities of Writing, Ideas – I-10: “Elaborate on an Idea” Modeled, Shared, or Interactive Writing Link what they are learning in reading to their writing. Authors elaborate on big ideas, embellishing them with details that make them clearer. Create examples for them to compare and contrast. Example: The boys went to the lake. vs. The hungry boys walked quickly to the small, beautiful lake near their house to catch some fish. Consider what information the second sentence contains that is “important” and what is “interesting.” Offer another example and let students suggest a way to rewrite a simple sentence using details so that it is more specific and accurate. Use questions from “Elaborating on an Idea” as a way to demonstrate how to add details. Have students talk with one another in small groups about something they would like to write. Have them begin a short text. Confer with students as needed and/or gather a small group for extra support. In small groups, have students share their writing. guided by these questions: Where have I included elaboration or details that add to my writing? What details would make my writing clearer to the reader? Where could I be more specific? What could I add that would make my writing more interesting? As students work, confer with small groups. Select two or three students who have good examples and ask them if they would share the next day. If they agree, make overhead copies so students can see the writing. Using the selected student example, engage students in deciding what the writer did to help the reader. You may also invite students to suggest the ways the writing could be even better. Use the questions from the previous day to guide discussion. Extending the Learning: Use one of the texts from the Source Book of Short Text and cover up some of the important details/ elaboration. Make an overhead transparency and have students discuss how not having the details affects both their enjoyment of the writing and their understanding. Sharing / Closing Ask students to turn to their neighbor and explain why it is important to know the difference in “big” ideas and interesting ideas. Read a short newspaper article. Stop every paragraph or so and have students turn and talk about what is important and what is interesting. Ask students to share something they are learning through their writing that will make them a better reader. Have students look back at the Anchor Charts they made during the week. How do the charts reflect their learning? Extending Study a Second Week Reading Use Determine Importance: Lesson 18 – “Target Key Information” to continue the focus on determining importance. This lesson suggests ways the reader can code the text to hold thinking. Writing Confer with students as they continue working on the writing they began. Teach short minilessons. To help students as they shape their writing, consider using Design – D-7: “Use the 2-3-1 Format for Organization” to help writers think about the ways in which organization affects their writing. Nonfiction Other Suggested Titles Fiction Snowflake Bentley, Jacqueline Briggs Martin (This book has an interesting format; information is provided in side panels that enrich the story of Bentley.) Grandfather’s Journey, Allen Say Night in the Country, Cynthia Rylant Seven Blind Mice, Ed Young My Mama Had a Dancing Heart, Libba Moore Gray Summer School Literacy – for more resources, visit: www.ComprehensionToolkit.com Heinemann ©2009 by Judy Wallis, Stephanie Harvey, and Anne Goudvis (updated 1/29/2016) 30
INTERMEDIATE: 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 Comprehension Toolkit, Summarize and Synthesize - Lesson 24 - “Read to Get the Gist” Read Aloud / Shared Reading Connect and Engage / Model / Guide: Use pp 24- 33 for “The Many Faces of Masks” or see pp 34-35 for using an alternate text. Read through all of Lessons 22 and 23 for background information. Explain to students that readers need to reduce information they read into manageable amounts by pulling out important, big ideas. Remind students the importance of using our background knowledge and that readers use connections and inferences to help them as they read. Collaborate: (p 29) Review the importance of recording information. Also, recall how you reread more slowly, looked for details, listened to the inner conversation, and collapsed information. Students continue reading and recording thoughts on Post-its. TIP: You may need to do use a fishbowl to model how to jigsaw. Unless students have done that type of reading before, you may have to explain it in greater detail and model the procedure. Share the Learning: (pp 30-31) Invite students to share what they recorded and their thinking. Label the other kinds of thinking as mentioned (inferring, determining importance, etc.). Copy students’ statements onto the Anchor Chart. Reflection and Assessment: (pp 32-33) Look closely at the student samples on p 33 to assess student learning. Extension: Consider introducing a second text for students to read. Using the same process, students read in pairs or on their own, creating their own Gist/Thinking charts. Start an Anchor Chart to capture your own, modeled thinking and the students’ thinking. TIP: Be sure to explain the word “gist.” Small Group/ Independent Learning Introduce a short text from the Source Book or other appropriate level books. Explain they will have an opportunity to record their thinking on Post-its. Before students begin to read, be sure their understanding is solid. Modeling again may be necessary and will likely ensure student time is well spent. Review students Post-its, asking them to share several from their reading. Have students continue reading. Move among students to listen in and coach as needed. After reading, create a group Anchor Chart. GIST THINKING Extension: Ask students to use Post-its that show examples of merged thinking and gist in their independent reading books and bring them to the next small group meeting. Continue discussing students’ Post-its. This is a good time to use some of the examples on p 33 to help students assess their own thinking. Extending the Learning: Ask students to share examples from their own independent books. Summer School Literacy – for more resources, visit: www.ComprehensionToolkit.com Heinemann ©2009 by Judy Wallis, Stephanie Harvey, and Anne Goudvis (updated 1/29/2016) 31
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 17 and 18: Primary: Week 2 (page 3) Monday Tue
Page 19 and 20: 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 27 and 28: Intermediate: Week 2 (page 2) Monda
Page 29: Intermediate: Week 3 (page 2) Monda
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

Create successful ePaper yourself

Delete template?

Save as template?