SUMMER SCHOOL MATERIALS/GRADE 3, 2000
· PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS
· INTERVENTION GUIDE
· GRADE LEVEL TE-3.2
· VOCABULARY TRANSPARENCIES #36-41
· ESL SUPPLEMENT GUIDE REVISED
· READING AND WRITING WORKBOOK PAGES FOR UNIT 6, LESSONS 1-5
· STUDENT ANTHOLOGIES 3:2
· CHART PAPER
· SENTENCE STRIPS
ABBREVIATION KEY:
IG---INTERVENTION GUIDE
PA—PHONEMIC AWARENESS
TE---TEACHER EDITION FROM CORE PROGRAM
RWWB—READING AND WRITING WORKBOOK
ESL SG REV. ED.—ESL SUPPLEMENT GUIDE
REVISED EDITION
GUMS—GRAMMAR, USAGE, AND MECHANICS
We have included Must Do’s for IWT based on the lessons. One May Do is included each day.
Written by Shelley Brower and Aviva Freeman
Summer School/Third Grade OCR 2000
Lesson 1, Day 1
Be prepared to open the unit and have copies of the story, “The Country Girl,” pp. 304-305 in the IG for each student.
Schedule and Pacing
DAY / LESSON / TIME1 / PA Lesson 1 P. 362 IG: Oral Blending: Syllables and
Word Parts
Segmentation: Clapping
Syllables in names / 10 Min.
Reading the Words and Sentences: p. 300 IG: Focus: homophones: irregular plurals
Follow bullets under About the Words / 25 Min.
Dictation: p. 305 Focus: homophones: irregular plurals / 25 Min.
Unit Opener: See procedures in packet, Opening the
Unit PP. 1-12 / 45 Min.
IG: Reading and Responding: “The Country Girl,” pp.304-305. Follow Comprehension Strategies in Section 2, pp. 302-303, including: Preview and Prepare; Strategy Use; and Discussing the Selection. / 25 Min.
IWT: Teacher administers Grade 3 Pre-Assessment either whole class or in groups.
May Do: 1. Students use the story, “The Country Girl,” to list all the irregular plurals in the story.
2. Next, have the children write the singular form of the words they just listed.
3. Have the children write sentences using at least two pairs of the words recorded.
Small Group: Irregular Plurals: ESL SG Rev. ED. P. 203. Work in small groups with those who are struggling with this area.
Preteach Long and Short Spelling Patterns with Consonant Blends from ESL SG REV. ED. p. 207 to the entire class.
/ 50 Min. Total25 min. for flexible grouping.
25 min. for pre-teaching Reading the Words and Sentences from TE to whole group
Summer School/Third Grade OCR 2000
Lesson 1, Day 2
Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences, prior to the lesson. It is helpful to copy each line in a different color. You will need blank word cards for the spelling lesson.
DAY / LESSON / TIME2 / PA Lessons 2 & 3: IG pp. 363-364
Lesson 2: Oral Blending: Syllables and Word Parts
Segmentation: Clapping Syllables in Names
and Words
Lesson 3: Oral Blending: Initial Consonant Sounds / 10 Min.
Reading the Words and Sentences: TE p. 204G Follow bullets under About the Words / 20 Min.
Selection Vocabulary: TE p. 208I. Introduce the vocabulary using vocabulary transparency #36. Remember to focus on the vocabulary strategies used in the sentences. / 20 Min.
Build Background & Preview and Prepare: TE p.203H. Remember to chart Clues and Problems. / 15 Min.
Reading and Responding: Chorally read pages 204-213, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. / 30 Min.
Spelling: TE p. 213F, Long and Short Vowel Patterns with Consonants Blends
Follow the lesson. For additional practice, complete RWWB pp. 149-150. The Apply Section can be completed in IWT. / 25 Min.
IWT: MUST DO:
1. Complete the Apply section on p. 150 of the Reading and Writing Workbook.
2. Fold a paper in half and label one column “short vowels” and the other column “long vowels”. Go back into the anthology story pages 204-213 and make a list of the long and short vowel words found in the story.
3. Practice reading the story, “The County Girl.”
MAY DO: Write a funny or silly story using as many long vowel words as you can. Share your story with a friend, and have your friend draw a picture of
the story.
SMALL GROUP: Teacher pulls students to assess oral fluency, using the story, “The Country
Girl.”
/ 60 Min.
Summer School/Third Grade OCR 2000
Lesson 1, Day 3
Chart the Sentence Lifting paragraph in the Intervention Guide p. 307.
DAY / LESSON / TIME3 / PA Lessons 4&5: IG pp.365-366
Lesson 4: Oral Blending: Initial Consonant Sounds
Segmentation: Repeating Word Parts
Lesson 5: Oral Blending: Initial Consonant Sounds
Segmentation: Repeating Word Parts / 15 Min.
Reading and Responding: Chorally reread pages 204-Teacher’s voice is included in the choral read. / 30 Min.
Discussion of Story: Following the Handing-off procedure (see Program Appendix p. 28). Conduct a discussion of the story. Revisit Clues and Problems. Add new learning and concepts to the Concept/Question Board. / 20 Min.
Includes set up of procedures and debriefing
Sentence Lifting: IG p. 2306, Abbreviations
This lesson will be used as a preteach for the next day’s lesson on abbreviations in the TE. / 20 Min.
Reading and Responding: Comprehension Skills: Classifying/Categorizing pp. 205,207,209 / 20 Min.
Irregular Plurals: ESL SG REV. ED p. 203 / 15 Min.
IWT: MUST DO:
1. Practice fluency by rereading the anthology selection “Ox-Cart Man” and “The County Girl”.
2. Anagram Activity: Students will copy four sentences from the anthology story onto sentence strips. Students then cut each word out individually a sentence at a time. Then the children work in pairs, exchanging a sentence, and the partner tries to put the sentence in the proper word order.
MAY DO: Students can sequence the sentences after the anagram activity is complete.
SMALL GROUP: Teacher continues to assess students on fluency using “The County Girl” and the Ox-Cart Man. / 1 Hour
Summer School/Third Grade OCR 2000
Lesson 1, Day 4
DAY / LESSON / TIME4 / PA Lessons 6&7:IG pp. 366-367
Lesson 6: Oral Blending: Initial Consonant Sounds
Listening for Vowel Sounds
Segmentation: Restoring Initial phonemes
Lesson 7: Oral Blending: Final Consonant Sounds
Listening for Vowel Sounds
Segmentation: Restoring Initial Phonemes
“Did You Ever?” Rhyme / 15 Min
GUMS: Abbreviation: TE p. 213G. The lesson should be done whole group. RWWB: pp. 151-152 Complete the pages whole group. The Apply Section can be done during IWT. / 30 Min.
-ING Endings: ESL SG REV. ED.-P. 203 Follow the bullets under About the Words and Sentences. / 30 Min.
Theme Connections: TE p. 213 Orally discuss the 3 bullets under Think About It. Give students time to do Record Ideas in a writing journal. Discuss the Research Ideas and brainstorm ideas. Allow children to discuss in groups and find the answers. Please add ideas to C/Q Board. / 30 Min.
Reread “Ox-Cart Man” and /or “The Country Girl” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT. / 15 min.
IWT: MUST Do:
1. Practice fluency
2. Complete the Apply Section p.152.
MAY DO: Partner Read any passage the children have worked with this week.
SMALL GROUP: 1. Abbreviations ESL SG REV. ED p. 208. Teacher can review abbreviations with those students who need more support. 2. Fluency Practice-Teacher listens to the students read focusing on intonation and prosody. / 60 Min.
Summer School/Third Grade OCR 2000
Lesson 2, Day 1
Be prepared to have copies of the story, “The Lost Fawn” from IG pp. 312-313.
Schedule and Pacing
DAY / LESSON / TIME5 / PA: Lessons 8 & 9 IG: pp. 368-369.
Lesson 8: Oral Blending: Final consonant sounds; Listening for Vowel Sounds; Alliterative word Game
Lesson 9: Oral Blending: Final consonant Sounds; Listening for vowels
Segmentation: Initial Consonants
/ 15 Min.
Reading the Words and Sentences: IG: p. 308 Focus: compound words; suffixes-ed and -ing; synonyms and antonyms Follow bullets under About the Words / 25 Min.
Dictation: p. 2314, Focus: compound words; suffixes –ed and –ing; synonyms and antonyms. / 25 Min.
IG: Reading and Responding: “The Lost Fawn” pp. 2312-313. Follow Comprehension Strategies in Section 2, pp. 310-311, including: Preview and Prepare; Strategy Use; and Discussing the Selection.
Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read. / 35 Min.
Vocabulary: Preteach Selection Vocab. from ESL SG Rev. Ed. P. 211Follow the bullets. / 20 Min.
IWT
MUST DO:
1. Practice fluency using “The Lost Fawn”.
2. Using “The Lost Fawn”, have the students list all the compound words in the story. Then have the students write the two words that make up the compound word. For example, hillside= hill+side.
3. Write a story using as many compound words as you can.
4. MAY DO: Illustrate your story
SMALL GROUP: Teacher should practice fluency with small groups at their level using “The Lost Fawn.” / 60 Min.
Summer School/Third Grade OCR 2000
Lesson 2, Day 2
Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences prior to the lesson. It is helpful to copy each line in a different color. Chart the paragraph in the Sentence Lifting lesson in the IG p. 315.
DAY / LESSON / TIME6 / PA Lessons 10 & 11: IG pp. 369-370.
Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds
Lesson 11: Oral Blending: Initial Consonant Sounds
Segmentation: Initial Consonants / 15 Min.
Reading the Words and Sentences: TE p. 214G: Follow bullets under About the Words / 25 Min.
Selection Vocabulary: TE p. 238I. Introduce the vocabulary using vocabulary transparency #37. Remember to focus on the vocabulary strategies used in the sentences. / 20 Min.
Build Background & Preview and Prepare: TE p.214I. Remember to chart Clues and Problems. / 15 Min.
Reading and Responding: Chorally read “Heartland” pages 214-221, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. Revisit Clues and Problems.
Handing-off Discussion: Add new learning to the C/Q Board.
Practice 1 min. read using “The Lost Fawn” as outlined in Day1. Students should count how many more words they read this time. / 25 Min.
10 Min.
Sentence Lifting: IG p. 314-315 Pronoun-Antecedent Agreement; Follow the Bullets in the Lesson. / 15 Min.
IWT: MUST DO:
1. Practice reading the story, “The Lost Fawn”.
2. Students fold a paper in half and label one column –ing and the other –ed. The students will search the anthology selection and “The Lost Fawn” and list all the words with those suffixes. Then next to the words, the student should write the base word.
3. On your own, write a story using as many of the words from the list that you can.
MAY DO: Anagram Activity: Students copy sentences from the story that they wrote in the Must Do section.
SMALL GROUP:
· Teacher pulls students to read “The Lost Fawn”.
· To meet needs, teacher follows Selection Vocabulary in the ESL SG Rev. ED. P.211. Remember to focus on the vocabulary strategies. / 60 Min.
Summer School/Third Grade OCR 2000
Lesson 2, Day 3
Preparing for the lesson: Chat sentences from the TE p. 223F.
DAY / LESSON / TIME7 / PA Lessons 12 & 13: IG pp.370-371
Lesson 12; Oral Blending: Initial Consonant Sounds
Segmentation: Initial Consonants
Lesson 13; Oral Blending: Initial Consonant Sounds
Segmentation: Dropping final Consonants / 15 Min.
Reading and Responding: Comprehension Skills: Fact/opinion pp. 215,217, 219
RWWB pp. 153-154 Fact/Opinion; Do this page as a directed lesson. The Apply section can be done in IWT. / 30 Min.
Practice 1 minute fluency read with “The Lost Fawn” as outlined in Day 1 / 5 Min.
GUMS TE p. 223: Pronoun/Antecedent Agreement TE p. 223F. RWWB pp. 157-158; Do these pages as a whole group. The Apply Section may be done in IWT if the teacher feels the students understand. If most of the class needs review, do this section together.
/ 30 Min.Fluency Practice: Students will partner read “Heartland” as the teacher monitors.
/ 15 Min.Vocabulary: IG p. 314: Synonyms and Antonyms; Follow the lesson in the book. / 25 Min.
IWT: MUST DO:
1. RWWB Apply Section p. 154 and 158.
2. Fluency Practice
MAY DO: Students can illustrate the synonyms and antonyms from the above lesson.
SMALL GROUP: 1. Teacher meets with small groups to practice fluency focusing on prosody and intonation.
2. ESL SG REV. ED. P.213; Synonyms-Review synonyms with those students who need more reinforcement. / 1 Hour
Summer School/Third Grade OCR 2000
Lesson 2, Day 4
DAY / LESSON / TIME8 / PA Lessons 14 & 15: IG pp. 371-372
Lesson 14; Oral Blending: Initial Consonant Sounds
Segmentation: dropping final consonants
Lesson 15; Oral Blending: One-syllable Words
Segmentation: Restoring Final Consonant
Sounds / 15 Min
Theme Connections: TE p. 247 Orally discuss 2 bullets under Think About It. Give students time to Record Ideas in a writing journal. Discuss the Research Ideas. Let the children work in groups to answer the questions. Please add ideas to C/Q Board. / 30 Min.
Literary Elements: TE: p. 223E Figurative Language; Follow the lesson in the TE. Complete RWWB pp. 155-156 as a directed lesson. The Apply Section can be done in IWT. / 30 Min.
RWWB: 181-182 Teach whole group in a direct lesson up to Apply section, which can be done in IWT. / 20 Min.
Reread: Partner read “Heartland” and/or “The Lost Fawn” Teacher monitors students as they read to see who might need help in IWT.
1 Minute fluency practice as outlined in Day 1. / 20 min.
IWT: MUST Do:
1. Practice fluency
2. Complete Apply section from p. 156 in RWWB
3. Using the Figurative Language lesson, have the children illustrate the some of the phrases.
MAY DO: Write a story using as much figurative language as possible. Find a partner and have the partner illustrate the story.
SMALL GROUP: 1. Fluency Practice
2. ESL SG REV. ED P. 209 Suffix-ed and -ing; Review with those children who need extra support. / 60 Min.
Summer School/Third Grade OCR 2000