Summer School Literacy Pacing Guide

Recommendations

Info

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) 32
Intermediate: Week 4 (page 3) Nonfiction Other Suggested Titles Fiction The Sea, the Storm, and the Mangrove Tangle, Lynne Cherry Beachcombing: Exploring the Seashore, Jim Arnosky Cleopatra, Diane Stanley and Peter Vennema Miss Rumphius, Barbara Cooney Uncle Jed’s Barbershop, Margaree King Mitchell Mirandy and Brother Wind, Patricia Mckissack Summer School Literacy – for more resources, visit: www.ComprehensionToolkit.com Heinemann ©2009 by Judy Wallis, Stephanie Harvey, and Anne Goudvis (updated 1/29/2016) 33
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 31: INTERMEDIATE: Week 4 Monday Tuesday
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?