Summer School Literacy Pacing Guide

Intermediate: Week 4 (page 2)
Monday Tuesday Wednesday Thursday / Friday
Transition
Ask students to share a
time recently when they
didn’t understand what they
read. Invite students to
share what the inner
conversation sounded like
and what they did to
comprehend.
Ask students to turn and
talk, explaining the “gist” of
the morning’s lesson.
Explain how the very kinds
of things they are learning
can help them in their
independent reading. While
we often read for pleasure
on our own, we still want
our reading to make sense!
If you wanted to help
someone become a better
reader, what would you tell
them?
Lesson Focus
Teaching the Qualities of Writing, Presentation – P-18: “Choose an Appropriate Form”
Modeled,
Shared, or
Interactive
Writing
Have students consider the
different forms writing has
taken during summer
school. You might consider
the Anchor Charts, the
writing they have done, and
the texts they have read.
Writers must always
consider their purpose when
selecting a form. Start a list
of the different forms.
Review the list from the
previous day and have
some examples ready to
show students. The Source
Book of Short Text contains
some excellent samples.
Using some of the samples,
make a chart to show the
form and its purpose.
For example, we use a
timeline or cycle to show
sequence. We use a letter
to communicate. We write a
poem to say something in
fewer words than we usually
need in prose.
Using “Elephants in Africa”
(pp 62-63), show how the
form, a map, helps the
reader to understand about
the elephant population.
Ask students to look
through their own writing
and select something they
could write in a different
form.
Students work on their
writing. Confer with students
as they select a new form
for their writing. Suggest
any of the following:
Story to a poem
Informational text to a chart
Story into a timeline
Information to an article
Article to a poster
Sharing /
Closing
Engage students in further
discussion about all the
different things they read.
Pose the questions, “What
kinds of things are easier or
harder to read? Why?”
Have students write an “exit
slip.” Using an index card,
students write the most
important thing they have
learned and why it is
important.
Select a very short book or
article to read and have
students summarize.
If this is the last day of
summer school, have a
chart ready. Have students
summarize their learning
week by week.
Dates
Summary
of Our
Learning
Week 1
Week 2
Extending
Study a
Second Week
Reading Use Summarize and Synthesize: Lesson 26 – “Create a Summary Response to Extend Thinking” to continue
the focus on summarizing and synthesizing. Students have an opportunity to actually create summary responses in this
lesson.
Writing Use Presentation – P-19: “Choose What Gets Published” to help students select a piece of writing to publish.
Use the chart on the back of the lesson to outline the process for students.
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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