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Elementary Reading Lesson Plans 3rd Grade

Day 1 90 Minute Block

Time Title Materials Example/Description

40 Minutes

Comprehension &

Vocabulary: National

Geographic

Materials Teacher’s Guide:

Exploration Theme Builder Concept Book:

Exploration Learning Masters

page 25 Photo: Antarctica Audiolesson 11

Lesson 1: Exploration Vocabulary and Comprehension

- Introduction: Explain to campers that today they will read a book about explorations and learn why explorers need supplies and team members for an exploration.

Introduce Concepts and Vocabulary - Introduce Theme Question - Develop Oral Language - Introduce the Theme Response - Learning Masters page 25 - Introduce Key Vocabulary - Build Background

Model the Reading - Preview the Book - Predict Vocabulary - Model the Reading - Share the Reading - Reread for Fluency - Customize the Reading

20 Minutes

Writing Instruction:

National Geographic



Exploration Pencil Paper

Lesson 1: Exploration Writing

- Introduction: Explain to campers that today they will write a response to literature.

- Prompt: Imagine that you are a member of an expedition. Talk about what you need. Talk about what you do. Use information from the book, Exploration, to write a response.

- Vocabulary: Instruction students to use the following vocabulary words in their writing:

discover

2

equipment expedition explore explorer survive team

Pair/Share Writing - Encourage students to share their writing with a partner. - Choose a few students to share their writing with the entire group.

30 Minutes

Differentiated Instruction:

Phonics

Teacher Directed Phonics

Instruction: Syllasearch

Materials Word cards Pocket chart Lined paper Pencils Phonics Folder

Syllable Cards gen fect man per tle ment com vel sho son tra part plete

Introduction Explain to the campers that during their differentiated instruction lessons

they will work in small groups to practice decoding words, reading fluently or building comprehension.

Options for 30 Minute Differentiated Instruction For students demonstrating decoding concerns, use the instructional

routine below for phonics: word building. Use the fluency routines with students demonstrating accuracy, but not

reading at the appropriate rate The comprehension portion of the differentiated instruction lesson will

support students who may benefit from reading and responding to text independently.

Phonics Instruction: Teacher Explanation

- Tell the campers that the game they are going to play, syllasearch, will help them read long words (multisyllabic words) fast and easy.

- Explain that there are three parts to this game. - In the first part, Meet the Words, the campers will become familiar

with a set of words. - In the second part, Find the Syllables, campers find syllables within

the words, and those syllables become the parts that campers use to make words in the third part of the game, Collect the Words.

3

Word Cards person complete travel compartment gentleman perfect shovel gentle survive

Meet the Words - Display the complete set of words in a column on the chalkboard or on

cards in a pocket chart. - Tell the campers that these are the words they will use in the game. - Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with

you. - Remove the complete set of words.

Find the Syllables - Place the first word in the pocket chart. - Say: “This word is person. Read it with me, person.” - With the word still in the pocket chart, invite a camper to the board

and point to the parts of a word that you say, and name the letters in the syllables.

- Say: “Point to the letters that make the per sound in person. What are the letters that make the son sound in person?”

- Say: Point to the letters that make the son sound in person. What are the letters that make the son sound in person?”

- As the camper points to the correct syllable, and tells you the letters, put the corresponding syllable card on the chalkboard or in a pocket chart, arranging the cards in a matrix identical to that on the Syllable Matrix.

- For example, the syllable card ‘per’ should appear in the first column, second row of the matrix.

- The syllable card for ‘son’ should appear in the second column, fourth row.

- Note: You may want to keep track of the syllable cards by placing a small code in the corner of each card.

- Continue this way until all the words in the list have been shown and pronounced, and all three syllable cards are arranged according to the matrix below.

gen fect man per tle ment

4

com vel sho son tra part

plete

- Tell the campers they now have the parts of the words and are ready to

go on the part of the game called Collect the Words.

Collect the Words: - In this part of the game, campers collect words by combing syllables

from the matrix columns. - Ask the campers to look at the matrix and listen to the word that you

say. - After you say the word, invite a camper to come to the chart and build

the word that you say. - You can start with any word on the list, but only say the word; do not

show the word when you say it aloud. - Say: “Listen to the word I say. ‘person…person.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build

the word, placing the syllable cards below the matrix to form the word. - The display would look like the following:

gen fect man tle ment

com vel sho tra part

plete

5

person

- Instruct the campers to read the word that was built from the syllables. - Campers should write the word, as you write the word on the board or

display the word card (not the syllable cards) at the far right of the pocket chart, so that the display looks like the following.

gen fect man person tle ment

com vel sho tra part

plete

person

- Return each of the syllable cards in the word (from the bottom of the pocket chart) to their original place in the matrix.

- Continue the same way until all the words have been built, pronounced, and written.

- At the completion of this lesson, the final display should look as follows: gen fect man person per tle ment complete com vel travel sho son compartmenttra part gentleman

plete perfect shovel

6

gentle

Note: The list of words in the third column can be in any order.

30 Minutes


Fluency

Independent Fluency Station:

National Geographic

Passages

Materials Phrase Speed

Drill National

Geographic Passage: Climbing Mount Everest

Fluency Graph Fluency Folder Pencils


routine for phonics: word building. Use the fluency routine with students demonstrating accuracy, but not



Fluency Routine Speed Drill: Each student in this group will practice reading words and phrases from

the one minute speed drill. Students can work with a partner to time each other and record their

progress. Fluency Graph: Model for students how to record their scores on the graph. (Students will

be expected to graph their results independently on future lessons). Paired Reading: Students will read the following book: Climbing Mount Everest pages3-7 Encourage students to read the passage with a partner, using echo reading

or choral reading. Students should read the passages at least twice to increase fluency.

30 Minutes


Comprehension

Independent Comprehension

Materials National

Geographic Pioneer Reader: Exploring Caves

Comprehension Folder




support students who may benefit from reading and responding to text

7

Station: National Geographic

Explorer Collection – Pioneer

Paper Pencils

independently. Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title:

Exploring Caves Preview

- Read the headings. - Look at the photos. - Find bold words.

Plan - Think ahead. - Ask questions. - Set a reading goal.

Read - Think as you read. - Take notes. - Ask more questions.

Read & Respond Students will independently or partner read pages 2-5. Students will discuss and provide a written response to the question on

page 5 to demonstrate comprehension.

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40 Minutes

Comprehension & Vocabulary:

National Geographic




pages 24, 26, 27 Audiolesson 11 Photos (two

sets): bottled water, small boat, compass, and ski jacket


- Introduction: Explain to campers that today they will read about exploration and how team members can avoid danger.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit Theme Response - Build Background - Learning Masters Page 24

Introduce the Comprehension Strategy - Introduce Visualizing - Model Visualizing - Learning Masters page 26

Small Group Reading - Support Comprehension - Check Understanding - Discuss the Book - Learning Masters page 27 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic


Exploration, p.13 Theme Builder Concept Book:

Exploration Chart Paper Markers

Lesson 2: Exploration Modeled Writing

- Introduction: Explain to campers that today you will model ho w to write a diary entry from the point of view of an explorer.

Theme Connection: Model How to Write a Diary Entry Focus Skills: Using Active Verbs and Visualizing

- Identify the modeled writing passages on page 13 of the teacher’s guide.

- Record the passages on chart paper or the chalk board.

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- Reinforce the focus skills by underlining examples in the modeled writing.

- Think Aloud: Visualize (Underline: The weather is windy…thick warm coats)

- Think Aloud: Adding Details (Underline: It is very dark and damp.) - Think Aloud: Verbs (Underlines: awoke…running)

30 Minutes

Phonics Syllasearch

Materials Word cards Pocket chart Lined paper Pencils Syllable Cards can yon tion va ca ment im cel dis prove mense play Word Cards vacation improve improvement immense cancel canyon disprove display












Meet the Words

- Display the complete set of words in a column on the chalkboard or on cards in a pocket chart.

- Tell the campers that these are the words they will use in the game.

11

- Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with


Find the Syllables - Place the first word in the pocket chart. - Say: “This word is vacation. Read it with me, vacation.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the va sound in vacation. What are the letters that make the va sound in vacation?”

- Say: Point to the letters that make the ca sound in vacation. What are the letters that make the ca sound in vacation?”

- Say: Point to the letters that make the tion sound in vacation. What are the letters that make the tion sound in vacation?”


- For example, the syllable card ‘va’ should appear second row of the first column of the matrix. The syllable card for ‘ca’ should appear in the second column, second row.

- The syllable card for ‘tion’ should be placed in the top row of the third column.



can yon tion va ca ment im cel

12

dis prove mense play


go on the part of the game called Collect the Words. Collect the Words:

- In this part of the game, campers collect words by combing syllables from the matrix columns.

- Ask the campers to look at the matrix and listen to the word that you say.

- After you say the word, invite a camper to come to the chart and build the word that you say.

- You can start with any word on the list, but only say the word; do not show the word when you say it aloud.

- Say: “Listen to the word I say. ‘vacation…vacation.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


can yon ment

im cel dis prove

mense play

vacation


13


can yon vacation ment

im cel dis prove

mense play

vacation



- At the completion of this lesson, the final display should look as follows: can yon tion vacation va ca ment improve im cel improvementdis prove immense

mense cancel play canyon disprove display


30 Minutes Differentiated Instruction:

Fluency


Drill


routine for phonics: word building.

14


National Geographic

Passages

National Geographic Passage: Climbing Mount Everest


Use the fluency routine with students demonstrating accuracy, but not reading at the appropriate rate

The comprehension portion of the differentiated instruction lesson will support students who may benefit from reading and responding to text independently.



progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Climbing Mount Everest pages 8-

11. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension

Independent Comprehension Station: National

Geographic Explorer

Collection – Pioneer

Materials National



Paper Pencils





Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title:

Exploring Caves. Read & Respond Students will independently or partner read pages 6-11.

15

Students will discuss and provide a written response to the questions on page 12 to demonstrate comprehension.

Encourage students to check responses with other group members.

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40 Minutes

Comprehension &


Geographic


Exploration Theme Builder Nonfiction Book:

Climb Mount Everest

Learning Masters page 28

Audiolesson 11


- Introduction: Explain to campers that today they will practice their comprehension strategy: visualizing.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit Theme Response - Build Background

Small Group Reading - Preview the Book - Predict Vocabulary - Text Feature: Map - Read the Book - Support Comprehension - Practice the Comprehension Strategy - Discuss the Book - Learning Masters page 28 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Exploration Chart Paper from

lesson 2

Lesson 3: Exploration Shared Writing

- Introduction: Explain to campers that today they will develop additional journal entries.

Theme Connection: Diary Entry Focus Skills: Using Active Verbs and Visualizing

- Review journal entries from lesson 2. - Have volunteers suggest additional ideas from the expedition to Mount

Everest.

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- Assist students with developing sentences that include sights and sounds.

- On the shared writing, have students suggest a way to include a map and its description.

Customize Writing Instruction: - Use the suggestions on page 15 (Beginning/Developing and Expanded

opportunities) to support the needs of all of writers. - Discuss: Why would an author include text features like a map with

descriptions? How could this help the reader?

30 Minutes

Phonics Syllasearch

Materials Word cards Pocket chart Lined paper Pencils

Syllable Cards be ware tion a come in lec se date e cure lert

Word Cards become beware income aware












Meet the Words

19

alert selection sedate secure election


- Tell the campers that these are the words they will use in the game. - Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with


Find the Syllables - Place the first word in the pocket chart. - Say: “This word is become. Read it with me, become.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the be sound in become. What are the letters that make the be sound in become?”

- Say: Point to the letters that make the come sound in become. What are the letters that make the come sound in become?”


- For example, the syllable card ‘be’ should appear at the top of the first column of the matrix. The syllable card for ‘come’ should appear in the second column, second row.



be ware tion a come in lec se date

20

e Cure lert


go on the part of the game called Collect the Words. Collect the Words:





- Say: “Listen to the word I say. ‘become…become.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


ware tion a in lec se date e Cure lert

become


21


ware tion become a in lec se date e Cure lert

become



- At the completion of this lesson, the final display should look as follows:

be ware tion become a come beware in lec income se date aware e Cure alert lert selection sedate secure election


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30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Climbing Mount Everest








progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Climbing Mount Everest pages 12-



30 Minutes


Comprehension


Geographic Explorer


Materials National



Paper Pencils






23

Exploring Caves. Review & Respond Review:

- Instruct students to work with a partner to list the most important information from the book, Exploring Caves.

- Allow students to choose one important fact from the book to illustrate - The illustration should include a caption and an explanation.

Pair/ Share - Allow students to share their illustration and writing with a partner or

within their small group.

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30 Minutes

Comprehension &


Geographic


Exploration Theme Builder Nonfiction Book:

Race to the Pole Learning Masters

pages 29 and 30 Audiolesson 11 Take-Home

Book Masters: Exploration

Photo: Antarctica


- Introduction: Explain to campers that today they will develop an understanding that preparation and supplies are important for a successful expedition.

Review Concepts and Vocabulary - Develop Oral Language - Revisit Theme Response - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Glossary - Read the Book - Support Comprehension - Check for Understanding - Discuss the Book - Learning Master page 29 - Reread for Fluency - Customize the Reading

15 Minutes


National Geographic



Exploration Take-Home

Lesson 4: Exploration Guided Writing

- Introduction: Explain to campers that today they will write journals from the point of view of an explorer.

Theme Connection: Diary Entry Focus Skills: Using Active Verbs and Visualizing

- Provide students with a copy f the Take-Home Book Masters.

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Book Learning

Masters, p.30 Pencil Paper

- Explain to students that they will write journals from the point of view of an explorer.

- Students will… Talk about the photos and labels Create a map of an imaginary or real place to explore. Share writing ideas for each pair or pages

- Record ideas on chart paper to get the students started. - Have partner work together to plan what to write using Learning

Masters page 30. - Display the Word Bank and encourage students to use the vocabulary

words in their writing. - Choose a few students to share their graphic organizer with the entire

class.

25 Minutes

Novel Study The Broken Bike

Boy and the Queen of 33rd Street by Sharon G. Flake

Materials Student Text:

The Broken Bike Boy and the Queen of 33rd Street

Lesson 1: The Broken Bike Boy and the Queen of 33rd Street Before Reading the Book

- Pre-reading Activities: Preview the book with students. Read the information on the back cover of the book and allow

campers to make predictions. - Discussion Questions:

What do you think the title means? Who do you think the queen might be? What do queen expect from their subjects?

- Pair/ share with a partner or small group - Share with the entire group

Read Chapter 1 - Vocabulary Routine: Define, Example, Ask

ruin: If something or someone is ruined, it is damaged or spoiled. His shirt was ruined by the grass stain. What could ruin a trip to the park?

scepter: A scepter is a rod or wand used as a symbol of power and authority. The King held his scepter as he sat on the throne. Would a queen hold a scepter?

- Chapter 1 Focus: Who are the characters? What do we know about them?

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- Guiding Questions (During & After Reading): How are Queen’s mother and father different? How do you think Queen feels about attending “real” school

instead of home school? (think-pair-share)

20 Minutes

Differentiated Instruction Workshops:

Spelling Bee

Reader’s Theatre National

Geographic Newsletters

Materials Spelling Bee List

Week 1 Fabulously

Famous Idiom Plays: Reader’s Theatre

National Geographic Newsletter Packet,p.1

Differentiated Instruction Workshops: Culminating Projects

Introduction: Explain to students that on days 4 and 5 of each week, they will participate in Differentiated Instruction Workshops for their culminating projects. Students will work in three groups each week to prepare for the end of camp celebrations.

On the board record the following information: - Group 1: Spelling Bee –

Read each word with a partner Have your partner spell the words Mark the correctly spelled words with a check Circle the words spelled incorrectly Switch rolls with your partner Study the words that are circled Try spelling the words from your list again

- Group 2: Reader’s Theatre As a group, read the entire script. Discuss the central ideas and theme of the script. Choose parts for the script and highlight your parts. Practice Reading the script with expression and proper pacing.

- Group 3: National Geographic Newsletters Review the Big Ideas from the National Geographic Reader:

Exploring Caves. Create a National Geographic Newsletter using the information

from the book Exploring Caves. Include interesting facts along with a picture and caption.

Divide students into three groups. Group 1: Word Study Group, Group 2: Fluency Group, and Group 3: Comprehension Group, and instruct each group to begin their activities.

Rotate to each group to monitor their progress and provide feedback. Explain to students that they will continue to work on their projects.

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40 Minutes


National Geographic

Reading &

Writing



pages 22-23, 30, 31

Take-Home Book Masters: Exploration

Family Focus letter page 31

Lesson 5: Exploration Vocabulary, Comprehension, and Writing

- Introduction: Explain to campers that today they will demonstrate comprehension of theme selections through reading and writing experiences.

Guided Writing - Students continue writing the Take-Home Books from previous lesson. - Review text features: maps and glossary - Reinforce Habits of Good Writers

Plan Add Rich Details Vary Sentences

- Circulate and provide additional support for struggling writers. - Encourage students to share their books with a partner for feedback.

Assessment Tools - Review Theme Builder and Concept Book: Exploration - Self Assessment - Learning Masters pages 22-23 - Writing

Home Connection - Review the Family Focus Letter page 31 - Send the Family Focus Letter home with the campers. - Encourage the campers to use the theme vocabulary words to describe

exploration.

30 Minutes


Boy and the

Materials Student Text: The

Broken Bike Boy

Lesson 2: The Broken Bike Boy and the Queen of 33rd Street Read Chapters 2-3

- Vocabulary Routine: Define, Example, Ask superstitious: If someone is superstitious, he or she believes in acts

that bring good or bad luck. My mother is superstitious so she does

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Queen of 33rd Street by Sharon

G. Flake

and the Queen of 33rd Street

not open an umbrella in our house because she believes it will bring bad luck to our family. Why would someone be superstitious during a basketball championship?

interrupt: If you interrupt someone who is speaking, you say or do something to make them stop. My teacher was interrupted by the morning announcements. When should a child interrupt their parent’s telephone conversation?

disturb: If you disturb someone then you are causing a distraction. My teacher placed a “Do Not Disturb” sign on the classroom door when we were taking our math test. What could disturb a sleeping baby?

- Chapters2-3 Focus: Who is Queen? How do we learn about Queen’s personality?

- Guiding Questions (During & After Reading): How does Queen get along with other children? (think-pair-share) How does Leroy handle being teased and bullied? Why is Queen angry with Leroy? (think-pair-share) Would you want to be Queen’s friend? (written response)

20 Minutes


Spelling Bee




Week 1 Fabulously


National Geographic Newsletter Packet, p.1





- Group 2: Reader’s Theatre As a group, read the entire script. Discuss the central ideas and theme of the script.

31

Choose parts for the script and highlight your parts. Practice Reading the script with expression and proper pacing.


Exploring Caves. Create a National Geographic Newsletter using the information from

the book Exploring Caves. Include interesting facts along with a picture and caption.


Rotate to each group to monitor their progress and provide feedback.

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40 Minutes

Comprehension &


Geographic


Inventions Theme Builder Concept Book:

Inventions Learning Masters

page 25 Audiolesson 2 An electronic

device, such as a cell phone or an MP3 player, and pictures of other inventions, such as an airplane

Lesson 1: Inventions Vocabulary and Comprehension

- Introduction: Explain to campers that today they will read a book about inventions that can change the way people live.

Introduce Concepts and Vocabulary - Introduce Theme Question - Develop Oral Language - Introduce Theme Chant - Learning Masters page 25 - Introduce Key Vocabulary - Build Background

Model Reading - Preview the Book - Predict Vocabulary - Model the Reading - Share the Reading - Reread for Fluency - Customize the Reading - Customize Instruction for ELLs

20 Minutes


National Geographic



Inventions Pencil Paper

Lesson 1: Inventions Writing

- Introduction: Explain to campers that today they will write a response to literature. - Prompt: According to the book, Inventions, how do inventions change people’s lives? Choose

one invention mentioned in the book and write a response using information from the text. - Try using the following vocabulary words in your writing: improve invent invention inventor

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product time line


30 Minutes


Phonics




Syllable Cards dis cov er re tract cal prac ti con sid

Word Cards discover distract contract consider retract retire practical vertical

Introduction Explain to the campers that during their differentiated instruction lessons they will work in small

groups to practice decoding words, reading fluently or building comprehension. Options for 30 Minute Differentiated Instruction For students demonstrating decoding concerns, use the instructional routine below for phonics:

word building. Use the fluency routines with students demonstrating accuracy, but not reading at the appropriate

rate The comprehension portion of the differentiated instruction lesson will support students who may

benefit from reading and responding to text independently. Phonics Instruction: Teacher Explanation


- Explain that there are three parts to this game. - In the first part, Meet the Words, the campers will become familiar with a set of words. - In the second part, Find the Syllables, campers find syllables within the words, and those

syllables become the parts that campers use to make words in the third part of the game, Collect the Words.

Meet the Words

- Display the complete set of words in a column on the chalkboard or on cards in a pocket chart. - Tell the campers that these are the words they will use in the game. - Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with you. - Remove the complete set of words.

Find the Syllables

35

- Place the first word in the pocket chart. - Say: “This word is discover. Read it with me, discover.” - With the word still in the pocket chart, invite a camper to the board and point to the parts of a

word that you say, and name the letters in the syllables. - Say: “Point to the letters that make the dis sound in discover. What are the letters that make

the dis sound in discover?” - Say: Point to the letters that make the cov sound in discover. What are the letters that make

the cov sound in discover?” - Say: Point to the letters that make the er sound in discover. What are the letters that make the

er sound in discover?” - As the camper points to the correct syllable, and tells you the letters, put the corresponding

syllable card on the chalkboard or in a pocket chart, arranging the cards in a matrix identical to that on the Syllable Matrix.

- For example, the syllable card ‘dis’ should appear at the top of the first column of the matrix. The syllable card for ‘cov’ should appear in the second column, first row.

- The syllable card for ‘er’ should appear in the third column, first row. - Note: You may want to keep track of the syllable cards by placing a small code in the corner of

each card. - Continue this way until all the words in the list have been shown and pronounced, and all three

syllable cards are arranged according to the matrix below. dis cov er re tract cal

prac tire ver ti con sid

- Tell the campers they now have the parts of the words and are ready to go on the part of the

game called Collect the Words. Collect the Words

- In this part of the game, campers collect words by combing syllables from the matrix columns. - Ask the campers to look at the matrix and listen to the word that you say.

36

- After you say the word, invite a camper to come to the chart and build the word that you say. - You can start with any word on the list, but only say the word; do not show the word when you

say it aloud. - Say: “Listen to the word I say. ‘discover…discover.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build the word, placing the

syllable cards below the matrix to form the word. - The display would look like the following:

re tract cal


discover

- Instruct the campers to read the word that was built from the syllables. - Campers should write the word, as you write the word on the board or display the word card

(not the syllable cards) at the far right of the pocket chart, so that the display looks like the following.

discover re tract cal


discover

- Return each of the syllable cards in the word (from the bottom of the pocket chart) to their

original place in the matrix.

37

- Continue the same way until all the words have been built, pronounced, and written. - At the completion of this lesson, the final display should look as follows:

dis cov er discover re tract cal distract

prac tire contract ver ti consider con sid retract

retire practical vertical


30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Time Lines: 1900-2000


Options for 30 Minute Differentiated Instruction For students demonstrating decoding concerns, use the instructional routine for phonics: word

building. Use the fluency routine with students demonstrating accuracy, but not reading at the appropriate

rate. The comprehension portion of the differentiated instruction lesson will support students who may

benefit from reading and responding to text independently. Fluency Routine Speed Drill: Each student in this group will practice reading words and phrases from the one minute speed drill Students can work with a partner to time each other and record their progress. Fluency Graph: Students will independently graph their results for the one minute speed drill. Paired Reading: Students will read the following book: Time Lines: 1900-2000, pages 1-5 Encourage students to read the passage with a partner, using echo reading or choral reading. Students should read the passages at least twice to increase fluency.

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30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Reader: Jeans from Mines to Malls


Paper Pencils

Options for 30 Minute Differentiated Instruction For students demonstrating decoding concerns, use the instructional routine for phonics: word

building. Use the fluency routine with students demonstrating accuracy, but not reading at the appropriate

rate The comprehension portion of the differentiated instruction lesson will support students who may

benefit from reading and responding to text independently. Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title: Jeans from Mines to

Malls Preview




Read & Respond Students will independently or partner read pages 2-7. Students will discuss and provide a written response to the prompt on page 7 to demonstrate

comprehension: Writing an Ad.

39

Elementary Reading Lesson Plans

3rd Grade Day 7

90 Minute Block Time Title Materials Example/Description

40 Minutes


National Geographic




pages 24, 26, and 27

Audiolesson 2


- Introduction: Explain to campers that today they will discover how inventions can change how people live and can be improved over time.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Chant - Build Background - Learning Masters page 24

Introduce the Comprehension Strategy - Introduce Summarizing - Model Summarizing - Learning Masters page 26

Small Group Reading - Support Comprehension - Check Understanding - Learning Masters page 27 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Inventions Chart paper Markers

Lesson 2: Inventions Modeled Writing

- Introduction: Explain to campers that today you will model ho w to write about inventions.

Theme Connection: Inventions Focus Skills: Writing with Details that Interests the Reader


- Record the passages on chart paper or the chalk board.

40

- Reinforce the focus skill by underlining examples in the modeled writing.

- Think Aloud: Details (Underline: They were invented in 1972.) - Think Aloud: Details (Underline: …such as checkers.) - Think Aloud: Details (Underlines: …such as hopscotch and baseball)

20 Minutes

Phonics Syllasearch


Syllable Cards in ter rupt pre vent view cra dle de vour Word Cards interrupt invent interview prevent cradle crater deter devour riddle












Meet the Words


- Tell the campers that these are the words they will use in the game. - Go down the column, pointing to each word, reading it aloud.

41

- Read the words aloud again, encouraging campers to read them with you.

- Remove the complete set of words.

Find the Syllables - Place the first word in the pocket chart. - Say: “This word is interrupt. Read it with me, interrupt.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the in sound in interrupt. What are the letters that make the in sound in interrupt?”

- Say: Point to the letters that make the ter sound in interrupt. What are the letters that make the ter sound in interrupt?”

- Say: Point to the letters that make the rupt sound in interrupt. What are the letters that make the rupt sound in interrupt?”


- For example, the syllable card ‘in’ should appear at the top of the first column of the matrix. The syllable card for ‘ter’ should appear in the second column, first row.

- The syllable card for ‘rupt’ should appear in the third column, first row.



in ter rupt pre vent view cra dle de vour

42

rid


go on the part of the game called Collect the Words. Collect the Words





- Say: “Listen to the word I say. ‘interrupt…interrupt.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


pre vent view cra dle de vour rid

interrupt



interrupt pre vent view

43

cra dle de vour rid

interrupt




in ter rupt interrupt pre vent view invent cra dle interview de vour prevent rid cradle

crater deter devour riddle


30 Minutes


Fluency


National


Drill National


Fluency Graph





44

Geographic Passages

Fluency Folder Pencils



progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Time Lines: 1900-2000, pages 6-11 Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Reader: Jeans from Mines to Malls


Paper Pencils






Jeans from Mines to Malls Read & Respond Students will independently or partner read pages 8-11. Students will continue to develop their written response to the prompt on

page 7 to demonstrate comprehension: Writing an Ad.

45




40 Minutes

Comprehension &


Geographic


Inventions Theme Builder Nonfiction Title:

Bicycles Learning Masters

page 28 Audiolesson 2


- Introduction: Explain to campers that today they will practice their comprehension strategy: summarize.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Chant - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Captions - Read the Book - Support Comprehension - Practice the Comprehension Strategy - Discuss the Book - Learning Masters page 28 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Bicycles Chart Paper from

Lesson 2

Lesson 3: Inventions Shared Writing

- Introduction: Explain to campers that today they will add a picture with a caption to go with the modeled writing from lesson 2.


- Review the model writing from lesson 2. - Have campers think of a picture and caption to go with the paragraph.

46

Markers

- With the campers model how to write a second paragraph about another invention.

- Invite campers to add details about the invention and what people did before the invention came into common use.

- Encourage students to use the theme vocabulary. Customize Writing Instruction:

- Use the suggestions on page 15 (Beginning/Developing and Expanded opportunities) to support the needs of all of writers.

- Discuss: Why would an author include text features like pictures with captions? How could this help the reader?

30 Minutes

Phonics Syllasearch


Syllable Cards al fec bet in i tion ad pha bi bum tage mit mire van Word Cards alphabet alibi












47

album infection admire advantage admit alpha




Find the Syllables - Place the first word in the pocket chart. - Say: “This word is alphabet. Read it with me, alphabet.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the al sound in alphabet. What are the letters that make the al sound in alphabet?”

- Say: Point to the letters that make the pha sound in alphabet. What are the letters that make the pha sound in alphabet?”

- Say: Point to the letters that make the bet sound in alphabet. What are the letters that make the pha sound in alphabet?”


- For example, the syllable card ‘al’ should appear at the top of the first column of the matrix. The syllable card for ‘pha’ should appear in the second column, third row.

- The syllable card for ‘bet’ should appear in the third column, first row. - Note: You may want to keep track of the syllable cards by placing a

small code in the corner of each card. - Continue this way until all the words in the list have been shown and

pronounced, and all three syllable cards are arranged according to the matrix below.

al fec bet

48

in i tion ad pha bi bum tage mit mire van







- Say: “Listen to the word I say. ‘alphabet…alphabet.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


fec in i tion ad bi bum tage mit mire

49

van alphabet



fec alphabet in i tion ad bi bum tage mit mire van

alphabet




al fec bet alphabet in i tion alibi ad pha bi album bum tage infection mit admire

50

mire advantage van admit alpha


30 Minutes


Fluency


National Geographic

Passages


Drill National









progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Time Lines: 1900-2000, pages 12-

16 Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension

Materials National

Geographic Pioneer Reader: Jeans from



reading at the appropriate rate

51


Geographic Explorer


Mines to Malls Comprehension

Folder Paper Pencils



Jeans from Mines to Malls. Review & Respond Review:

- Instruct students to work with a partner to list the most important information from the book, Jeans from Mines to Malls.

- Allow students to choose one important fact from the book to illustrate - The illustration should include a caption and an explanation.

Pair/ Share - Allow students to share their illustration and writing with a partner or

within their small group.

53




30 Minutes

Comprehension &


Geographic


Inventions Theme Builder Nonfiction Title:

Time Lines: 1900-2000

Learning Masters page 29 and 30

Audiolesson 2 Take Home

Book Masters: Inventions


- Introduction: Explain to campers that today they will apply the comprehension strategy: summarizing.

Review Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Chant - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Time Line - Read the Book - Discuss the Book - Learning Masters page 29 - Reread for Fluency

15 Minutes


National Geographic


Inventions Theme Builder Nonfiction Book:

Time Lines: 1900-2000

Take-Home Book

Learning Masters, p.30

Lesson 4: Inventions Guided Writing

- Introduction: Explain to campers that today they will write books about different inventions.


- Provide students with a copy f the Take-Home Book Masters. - Explain to students that they will write a book about different

inventions. - Students will…

Understand the text on the even-numbered pages.

54

Pencil Paper

Complete the sentences in the book. Share writing ideas for each pair or pages.

- Record ideas on chart paper to get the students started. - Have partner work together to plan what to write using Learning

Masters page 30. - Encourage students to check the timeline on page 12 of their Take

Home Books and write brief notes on their graphic organizers about each invention.

- They may use these notes as they write. - Display the Word Bank and encourage students to use the vocabulary


class.

25 Minutes






- Vocabulary Routine: Define, Example, Ask exceptional: An exceptional person has above average

abilities. The exceptional track star won 10 gold medals. What might an exceptional police officer do?

insult: If you are insulted by someone then you are offended. She was insulted by his rude comments. What might be insulting to a park ranger?

introduce: If you introduce one person to another, you tell them each other’s names so they can get to know each other. My next door neighbor introduced me to her daughter so we could become friends. Do you think Queen would introduce herself to new friends?

- Chapters 4-5 Focus: What additional information have we learned about the

characters? What is happening? How do we know?

- Guiding Questions (During & After Reading): Why doesn’t Queen want Leroy to ride to school with her? How would you describe the relationship Queen has with her

father? (think-pair-share)

55

Based on their interactions so far, how do you think Leroy feels about Queen? (written response)

20 Minutes


Spelling Bee




Week 2 Fabulously









Jeans from Mines to Malls. Create a National Geographic Newsletter using the information




57




40 Minutes


National Geographic

Reading &

Writing



pages 22-23, 31 Take Home Book

Masters: Inventions


Lesson 5: Inventions Vocabulary, Comprehension, and Writing


Guided Writing - Students continue writing the Take-Home Books from previous lesson. - Review text features: maps and glossary - Reinforce Habits of Good Writers

Add Details Edit Their Work Read Over Their Work

- Circulate and provide additional support for struggling writers. - Have students complete about the author last. - Encourage students to share their books with a partner for feedback.

Assessment Tools - Review Theme Builder and Concept Book: Inventions - Self Assessment - Learning Masters pages 22-23, 31 - Writing


inventions.


- Vocabulary Routine: Define, Example, Ask ignore: If you ignore someone or something, you do not pay

58

30 Minutes Novel Study The Broken Bike

Boy and the Queen of 33rd

Street by Sharon G. Flake


Broken Bike Boy and the Queen of 33rd Street

attention to them. Queen tried to ignore Leroy because she did not want to be his friend. Why would someone ignore an annoying person?

stare: If you stare at someone, you look at them for a long time. Kimberly stared out the window as she waited for her grandparents to arrive. Would you stare at a painting at a museum or a person on a bus? (turn and talk)

fault: If a bad situation is your fault, then you caused it to happen. Being late for school was my mother’s fault because she did not set the alarm clock. Is it Queen’s fault that she does not have many friends?

- Chapters2-3 Focus: Who is Leroy? What do we know about him based on his interactions

with others? - Guiding Questions (During & After Reading):

How does Queen respond to being teased at school? What can you do to help someone who is being teased or picked on at

school or camp? (think-pair-share) How do Queen’s parents treat Leroy? What do her parents hope to teach Queen about treating others?

(written response)

20 Minutes


Spelling Bee




Week 2 Fabulously







59


- Group 3: National Geographic Newsletters Review the Big Ideas from the National Geographic Reader: Jeans

from Mines to Malls. Create a National Geographic Newsletter using the information from




61




40 Minutes

Comprehension &


Geographic


Geography Theme Builder Concept Book:

Geography Learning Masters

page 25 Audiolesson 7 Baking dishes

with high sides, brown clay, sand, water

Lesson 1: Geography Vocabulary and Comprehension

- Introduction: Explain to campers that today they will read a book about geography and learn that Earth has diverse landforms, bodies of water, and climates.

Introduce Concepts and Vocabulary - Introduce Theme Question - Develop Oral Language - Introduce Theme Cheer - Learning Masters page 25 - Introduce Key Vocabulary - Build Background

Model the Reading - Preview the Book - Predict Vocabulary - Model the Reading - Share the Reading - Reread for Fluency - Customize the Reading - Customize Instruction for ELLs

20 Minutes


National Geographic



Geography Pencil Paper

Lesson 1: Geography Writing


- Prompt: According to the book, Geography, landforms, bodies of water, and climate affect people. Choose one aspect of geography (landforms, bodies of water, or climate) to write how these things affect people. Use information from the text in your response.

- Try using the following vocabulary words in your writing:

62

body of water climate continent geography landform natural resource


30 Minutes


Phonics




Syllable Cards ex cel ple can tial lent par am lor

Word Cards exam example excellent excel parcel parlor partial












Meet the Words

63

cancel




Find the Syllables - Place the first word in the pocket chart. - Say: “This word is exam. Read it with me, exam.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the ex sound in exam. What are the letters that make the ex sound in exam?”

- Say: Point to the letters that make the am sound in exam. What are the letters that make the am sound in exam?”


- For example, the syllable card ‘ex’ should appear at the top of the first column of the matrix. The syllable card for ‘am’ should appear in the second column, third row.



ex cel ple can tial lent par am

lor

64

- Tell the campers they now have the parts of the words and are ready to go on the part of the game called Collect the Words.

Collect the Words - In this part of the game, campers collect words by combing syllables




show the word when you say it aloud. - Say: “Listen to the word I say. ‘exam…exam.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


cel ple

can tial lent par

lor exam



cel ple exam can tial lent

65

par lor

exam




ex cel ple exam can tial lent example par am excellent

lor excel parcel parlor partial cancel


30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Down the Nile




reading at the appropriate rate. The comprehension portion of the differentiated instruction lesson will


Fluency Routine

66

Speed Drill: Each student in this group will practice reading words and phrases from


progress. Fluency Graph: Students will independently graph their results for the one minute speed

drill. Paired Reading: Students will read the following book: Down the Nile, pages 1-9. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Reader: The Great Wall of China


Paper Pencils






The Great Wall of China Preview



Read

67

- Think as you read. - Take notes. - Ask more questions.

Read & Respond Students will independently or partner read pages 2-5 Students will work with a partner to make a list of 5 facts they learned

from reading pages 2-5. If time permits, students can also individually create 3 questions from the

pages they have read. (For example: What materials did the Chinese use to build the Great Wall of China?)

Students will exchange questions and use pages 2-5 to provide a response to each question.

69




40 Minutes


National Geographic




pages 24, 26, 27 Audiolesson 7 Photos: people

living in different geographic locations


- Introduction: Explain to campers that today they will discover that the earth’s geography affects how people live.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit Theme Cheer - Build Background - Begin Vocabulary Log - Learning Masters page 24

Introduce the Comprehension Strategy - Introduce Determining Importance - Model Determining Importance - Learning Masters page 26

Small Group Reading - Read the Book - Support Comprehension - Check Understanding - Discuss the Book - Learning Masters page 27 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Geography Chart paper

Lesson 2: Geography Modeled Writing

- Introduction: Explain to campers that today you will model how to compare and contrast landforms and climates.

Theme Connection: Geography Focus Skills: Compare and Contrast

- Identify the modeled writing passages on page 13 of the teacher’s

70

Markers

guide. - Record the passages on chart paper or the chalk board. - Reinforce the focus skill by underlining examples of words that signal

similarities and differences in a compare and contrast writing. - Think Aloud: Signal Words (Underline: very different) - Think Aloud: Signal Words (Underline:…hard to grow…very good) - Think Aloud: Comparing with –er and -est (Underlines: …warmer)

30 Minutes

Phonics Syllasearch


Syllable Cards de mol ish pro form tive re verse ceive tec Word Cards protective reverse demolish detective deform deceive reform receive





Phonics Instruction Teacher Explanation





Meet the Words




71

Find the Syllables

- Place the first word in the pocket chart. - Say: “This word is protective. Read it with me, protective.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the pro sound in protective. What are the letters that make the pro sound in protective?”

- Say: Point to the letters that make the tec sound in protective. What are the letters that make the tec sound in protective?”

- Say: Point to the letters that make the tive sound in protective. What are the letters that make the tive sound in protective?”


- For example, the syllable card ‘pro’ should appear in the second row of the first column of the matrix. The syllable card for ‘tec’ should appear in the second column, fifth row.

- The syllable card for ‘tive’ should appear in the third column, second row.



de mol ish pro form tive re verse ceive tec

72







- Say: “Listen to the word I say. ‘protective…protective.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


de mol ish form

re verse ceive

protective



de mol ish protective form

re verse ceive

73

protective

- Return each of the syllable cards in the word (from the bottom of the

pocket chart) to their original place in the matrix. - Continue the same way until all the words have been built,

pronounced, and written. - At the completion of this lesson, the final display should look as

follows: de mol ish protective pro form tive reverse re verse demolish ceive detective tec deform deceive reform receive


30 Minutes


Fluency


National Geographic

Passages


Drill National








the one minute speed drill.

74

Students can work with a partner to time each other and record their progress.

Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Down the Nile, pages 10-15. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension


Geographic Explorer


Materials National



Paper Pencils






The Great Wall of China Read & Respond Students will independently or partner read pages 6-11. Students will work with a partner to make a list of 5 facts they learned


pages they have read today. (For example: What materials did the Chinese use to build the Great Wall of China?)


75




40 Minutes

Comprehension &


Geographic


Geography Theme Builder Nonfiction Title:

Down the Nile Learning Masters

page 28 Audiolesson 7 Take-Home

Book Masters: Geography

Large topographical map of Africa, globe


- Introduction: Explain to campers that today they will practice their comprehension strategy: determining importance.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Cheer - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Maps - Read the Book - Support Comprehension - Check Understanding - Discuss the Book - Learning Masters page 28 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Geography Chart Paper from

Lesson 2

Lesson 3: Geography Shared Writing

- Introduction: Explain to campers that today they will add a second paragraph to the modeled writing from lesson 2.


- Review the model writing from lesson 2. - Ask campers to assist you as you develop a second paragraph.

76

Markers

- Students can add details and signal words for comparing and contrasting like (but, although, similar, in contrast).

- Ask questions to guide the shared writing such as What would people see outside their window in this place? What would they notice about the land or water?

- Encourage students to use the theme vocabulary. Customize Writing Instruction:


- Discuss: Why would an author include signal words in a compare and contrast writing? How does this help the reader?

30 Minutes

Phonics Syllasearch


Syllable Cards au then tic ca pa ble gi di tion tra tumn ter gan

Word Cards authentic












77

audible audition capable cater autumn gigantic tradition

Meet the Words




Find the Syllables - Place the first word in the pocket chart. - Say: “This word is authentic. Read it with me, authentic.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the au sound in authentic. What are the letters that make the au sound in authentic?”

- Say: Point to the letters that make the then sound in authentic. What are the letters that make the then sound in authentic?”

- Say: Point to the letters that make the tic sound in authentic. What are the letters that make the tic sound in authentic?”


- For example, the syllable card ‘au’ should appear in top of the first column of the matrix. The syllable card for ‘then’ should appear in the second column, first row.

- The syllable card for ‘tic’ should appear in the third column, first row. - Note: You may want to keep track of the syllable cards by placing a



78

au then tic ca pa ble gi di tion tra tumn

ter gan







- Say: “Listen to the word I say. ‘authentic…authentic.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


ca pa ble gi di tion tra tumn

ter gan

79

authentic



authentic ca pa ble gi di tion tra tumn

ter gan

authentic




au then tic authentic ca pa ble audible gi di tion audition tra tumn capable

ter cater gan autumn gigantic tradition

80


30 Minutes


Fluency


National Geographic

Passages


Drill National









progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Time Lines: Down the Nile, pages

16-22. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension


Geographic Explorer


Materials National



Paper Pencils





Independent Comprehension

81

Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title:

The Great Wall of China. Review & Respond Review:

- Instruct students to work with a partner to list the 2 most interesting facts from the book, The Great Wall of China.

- Allow students to choose one interesting fact from the book to illustrate.

- The illustration should include a caption and an explanation. Pair/ Share

- Allow students to share their illustration and writing with a partner or within their small group.

83




30 Minutes

Comprehension &


Geographic


Geography Theme Builder Learning Masters

pages 29 and 30 Nonfiction

Selection: Grand Canyon Adventure

Take-Home Book Masters: Geography

Audiolesson 7 Map of Arizona


- Introduction: Explain to campers that today they will apply the comprehension strategy: Determining Importance.

Review Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Cheer - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Captions - Read the Book - Support Comprehension - Apply the Comprehension Strategy - Check Understanding - Discuss the Book - Learning Masters page 29 - Reread for Fluency - Customize the Reading

15 Minutes


National Geographic


Geography Theme Builder Take-Home

Book Learning

Lesson 4: Geography Guided Writing

- Introduction: Explain to campers that today they will write books about geographic features and climate.



84


- Explain to students that they will write a book about geography. - Students will…

Recall details about the types of geographic places shown. Describe the geography of the areas, stating the benefits and

problems of life there for people. Students should use signal words for compare and contrast like

(but, although, in contrast) to describe the benefits and problems.

Share writing ideas for each pair of pages. - Record ideas on chart paper to get the students started. - Encourage students to suggest captions for the photos in the Take

Home Book. - Have partners work together to plan what to write using Learning



class.

25 Minutes






- Vocabulary Routine: Define, Example, Ask eternity: Someone might refer to a period of time as an

eternity when it seems very long. Her punishment seemed to last for an eternity. Would you want to spend an eternity as a baby? Why? Why not?

private: If something is private, it is for the use of one person or group, not for the general public. The principal had a private office that only she could use to meet with parents. If you were a bank manager, what would you keep private?

ashamed: If someone is ashamed of something, they feel embarrassed about it. He was ashamed that he did not study for the test. What are three things Queen might be ashamed of?

- Chapters 8-9 Focus: How does Queen’s personality impact her relationship with

85

others? - Guiding Questions (During & After Reading):

What makes someone a best friend? (think-pair-share) How would you describe the relationship Queen has with

Symone? What big argument do Queen and Symone have? How do they work it out? Do you think that Symone really forgives Queen? (think-pair-

share) As readers we learn about characters through their actions and

how they interact with others. What do you learn about Queen in Chapters 8 and 9? (written response)

20 Minutes


Spelling Bee




Week 3 Fabulously









The Great Wall of China. Create a National Geographic Newsletter using the information

86



Rotate to each group to monitor their progress and provide feedback. Explain to students that they will continue to work on their projects during

the next lesson.

87




40 Minutes


National Geographic

Reading &

Writing




Masters: Geography


Lesson 5: Geography Vocabulary, Comprehension, and Writing


Guided Writing - Students continue writing the Take-Home Books from previous lesson. - Review text features: maps and captions - Reinforce Habits of Good Writers

Plan Their Writing Use Precise Words Check Their Spelling

- Circulate and provide additional support for struggling writers. - Have students complete the glossary and about the author last - Encourage students to share their books with a partner for feedback.

Assessment Tools - Review Theme Builder and Concept Book: Geography - Self Assessment - Learning Masters pages 22-23, 31 - Writing


geography.


- Vocabulary Routine: Define, Example, Ask permission: If you give someone permission, then you tell them that

88






they can do something. My mother gave me permission to attend the field trip with my class. What would a 5 year old need permission to do during school or at home?

Supposed: If you say that something is supposed to happen, you mean that it is planned or expected. Timothy was the captain of the basketball team so he was supposed to have a uniform. When are children supposed to ask for permission?

plenty: If there is plenty of something, there is a large amount of it. During the birthday party, there was plenty of cake for everyone. What might a teacher have plenty of?

- Chapters 10-11 Focus: How does Queen handle conflict?

- Guiding Questions (During & After Reading): Why does Mrs. McBride accuse Queen of being involved in Leroy’s

stories about Africa? (think-pair-share) Do you believe Leroy’s stories when he shows proof to his teacher

and classmates? Why does Queen like visiting the principal’s office? What does this

tell you about Queen’s personality? (written response)

20 Minutes


Spelling Bee




Week 3 Fabulously







- Group 2: Reader’s Theatre As a group, read the entire script.

89

Discuss the central ideas and theme of the script. Choose parts for the script and highlight your parts. Practice Reading the script with expression and proper pacing.

- Group 3: National Geographic Newsletters Review the Big Ideas from the National Geographic Reader: The

Great Wall of China. Create a National Geographic Newsletter using the information from




91




40 Minutes

Comprehension &


Geographic


Our Government Theme Builder Concept Book:

Our Government Learning Masters

page 25 Audiolesson 3 White paper

ballots with an open circle next to the words red, blue, and yellow

Red, blue, and yellow sheets of construction paper

Lesson 1: Our Government Vocabulary and Comprehension

- Introduction: Explain to campers that today they will read a book about our government.

o Introduce Concepts and Vocabulary - Introduce Theme Question - Develop Oral Language - Introduce Theme Poems - Learning Masters page 25 - Introduce Key Vocabulary - Build Background


20 Minutes


National Geographic



Our Government Pencil Paper

Lesson 1: Our Government Writing


- Prompt: Using information you learned from the book, Our Government, write a response to one of the following prompts: o What are the three levels of government? What are their roles and

responsibilities? o What rights and responsibilities do citizens have?

92

- Allow students to choose one of the prompts or choose one prompt for the entire group.

- Instruction students to use information from the text in their response. - Encourage students to use the following vocabulary words in thier

writing: citizen freedom government responsibility right symbol vote


30 Minutes


Phonics




Syllable Cards con ver sa tion ad vise tise fe sult dent in just fi










93

Word Cards conversation consult advertise confident advise adjust fever insult






Find the Syllables - Place the first word in the pocket chart. - Say: “This word is conversation. Read it with me, conversation.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the con sound in conversation. What are the letters that make the con sound in conversation?”

- Say: Point to the letters that make the ver sound in conversation. What are the letters that make the ver sound in conversation?”

- Say: Point to the letters that make the sa sound in conversation. What are the letters that make the sa sound in conversation?”

- Say: Point to the letters that make the tion sound in conversation. What are the letters that make the tion sound in conversation?”


- For example, the syllable card ‘con’ should appear at the top of the first column of the matrix.

- The syllable card for ‘ver’ should appear in the second column, first row.

94

- The syllable card for ‘sa’ should appear in the third column, first row. - The syllable card for ‘tion’ should appear in the fourth column, first

row. - Note: You may want to keep track of the syllable cards by placing a



con ver sa tion ad vise tise fe sult dent in just in







- Say: “Listen to the word I say. ‘conversation…conversation.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


95

ad vise tise fe sult dent in just in

conversation



conversationad vise tise fe sult dent in just in

conversation



- At the completion of this lesson, the final display should look as follows: con ver sa tion conversationad vise tise consult fe sult dent advertise in just confident in advise adjust

96

fever insult


30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Serving the Community








progress. Fluency Graph: Students will independently graph their results for the one minute speed

drill. Paired Reading: Students will read the following book: Serving the Community, pages 1-7. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension

Materials National

Geographic Pioneer Reader: Broad Stripes



reading at the appropriate rate

97


Geographic Explorer


and Bright Stars Comprehension

Folder Paper Pencils



Broad Stripes and Bright Stars Preview




Read & Respond Students will independently or partner read pages 2-5 Students will work with a partner to make a list of 5 facts they learned


pages they have read. (For example, Why and how did the American Flag change?)


99




40 Minutes


National Geographic




pages 24, 26 and 27

Audiolesson 3


- Introduction: Explain to campers that today they will discover that citizens have rights and responsibilities.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Poem - Build Background - Begin Vocabulary Log - Learning Masters page 24

Introduce the Comprehension Strategy - Introduce Making Connections - Model Making Connections - Learning Masters page 26


20 Minutes


National Geographic



Our Governement

Chart paper

Lesson 2: Our Government Modeled Writing

- Introduction: Explain to campers that today you will model how use details that support a main idea when writing.

Theme Connection: Our Government Focus Skills: Main Ideas and Details


100

Markers Highlighters:

Green, Yellow and Pink

- Record the passages on chart paper or the chalk board. - Reinforce the focus skill by underlining the main idea and details. - 1st Think Aloud: Highlight the first sentence green because it is the

topic sentence. - 2nd Think Aloud: Highlight the sentence beginning with “The three

branches …” Yellow because it tells more about the topic sentence. - 2nd Think Aloud: Highlight the sentence beginning with “The

legislative branch …” pink because it provides details. - 3rd Think Aloud: Highlight the 4th and 5th sentences pink as well

because they provide additional details that support the main idea.

30 Minutes

Phonics Syllasearch


Syllable Cards ac tac pa ny mat tress plish lar cap com u cur sule spec tain

Word Cards accompany












101

accomplish spectacular spectacular actress mattress curtain captain capsule




Find the Syllables - Place the first word in the pocket chart. - Say: “This word is accompany. Read it with me, accompany.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the ac sound in accompany. What are the letters that make the ac sound in accompany?”

- Say: Point to the letters that make the com sound in accompany. What are the letters that make the com sound in accompany?”

- Say: Point to the letters that make the pa sound in accompany. What are the letters that make the pa sound in accompany?”

- Say: Point to the letters that make the ny sound in accompany. What are the letters that make the ny sound in accompany?”


- For example, the syllable card ‘ac’ should appear at the top of the first column of the matrix.

- The syllable card for ‘com’ should appear in the second column, third row.

- The syllable card for ‘pa’ should appear in the third column, first row. - The syllable card for ‘ny’ should appear in the fourth column, first


small code in the corner of each card.

102


ac tac pa ny mat tress plish lar cap com u cur sule

spec tain







- Say: “Listen to the word I say. ‘accompany…accompany.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


tac mat tress plish lar cap u cur sule

103

spec tain accompany



tac accompanymat tress plish lar cap u cur sule

spec tain accompany




follows: ac tac pa ny accompany

mat tress plish lar accomplishcap com u spectacularcur sule actress

spec tain mattress curtain captain capsule

104


30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Serving Our Government








progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Serving Our Government, pages 8-



30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Reader: Broad Stripes and Bright Stars


Paper Pencils





Independent Comprehension Review Guide to Independent Reading

105

Each student in the comprehension group will receive a copy of the title: Broad Stripes and Bright Stars

Read & Respond Students will independently or partner read pages 6-11. Students will work with a partner to make a list of 5 facts they learned

from reading pages 6-11. If time permits, students can work with a partner to answer the

comprehension questions on page 12.

107




40 Minutes

Comprehension &


Geographic


Our Government Theme Builder Nonfiction Title:

Symbols of Freedom


Audiolesson 3 Small American

flags, one for each student


- Introduction: Explain to campers that today they will practice their comprehension strategy: making connections.

Lesson 3: Our Government Develop Concepts and Vocabulary

- Develop Oral Language - Revisit the Theme Poem - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Glossary - Read the Book - Check for Understanding - Support Comprehension - Discuss the Book - Learning Masters page 28 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Our Government Chart Paper from

Lesson 3: Our Government Shared Writing

- Introduction: Explain to campers that today they will identify words in their writing that could be used to create a glossary.

Theme Connection: Our Government Focus Skills: Main Idea and Details

- Review the model writing from lesson 2.

108

Lesson 2 Markers

- Ask campers to assist you as you circle words that could be used to develop a glossary.

- Have student suggest words to circle. - Invite students to add to the writing from Lesson 2 to provide more

information about the branches of government. Customize Writing Instruction:


- Discuss: Why would an author include a glossary? How would it help the reader understand the information provided in the text?

30 Minutes

Phonics Syllasearch


Syllable Cards rec re a tion mod tang le sim i fy cav pli lar ern ty el Word Cards












109

recreation rectangle simplify similar modify model modern cavern cavity




Find the Syllables - Place the first word in the pocket chart. - Say: “This word is recreation. Read it with me, recreation.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the rec sound in recreation. What are the letters that make the rec sound in recreation?”

- Say: Point to the letters that make the re sound in recreation. What are the letters that make the re sound in recreation?”

- Say: Point to the letters that make the a sound in recreation. What are the letters that make the a sound in recreation?”

- Say: Point to the letters that make the tion sound in recreation. What are the letters that make the tion sound in recreation?”


- For example, the syllable card ‘rec’ should appear at the top of the first column of the matrix.

- The syllable card for ‘re’ should appear in the second column, first row.

- The syllable card for ‘a’ should appear in the third column, first row. - The syllable card for ‘tion’ should appear in the fourth column, first


small code in the corner of each card.

110


rec re a tion mod tang le sim i fy cav pli lar

ern ty el

- Tell the campers they now have the parts of the words and are ready to go on the part of the game called Collect the Words.

Collect the Words - In this part of the game, campers collect words by combing syllables




show the word when you say it aloud. - Say: “Listen to the word I say. ‘recreation…recreation.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


mod tang le sim i fy

111

cav pli lar ern ty el

recreation



recreationmod tang le sim i fy cav pli lar

ern ty el

recreation




rec re a tion recreationmod tang le rectanglesim i fy simplify cav pli lar similar

ern ty modify

112

el model modern cavern cavity


30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Serving the Community








progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Serving the Community, pages 14-


or choral reading. Students should read the passages at least twice to increase fluency. If students finish early, instruct them to read the entire selection with a

partner and silently. Students can also work with a partner to discuss and write a response to

the question on page 16.

113

30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Reader: Broad Stripes and Bright Stars


Paper Pencils






Broad Stripes and Bright Stars. Review & Respond Review:

- Instruct students to work with a partner to answer the questions on page 12.

- Allow students to create a new American symbol using the instructions on page 7.

Pair/ Share - Allow students to share their symbol and writing with a partner. - Provide an opportunity for a few students to share with the entire

group since everyone is learning about the theme: Our Government.

115




30 Minutes

Comprehension &


Geographic


Our Government Theme Builder Learning Masters

pages 29 and 30 Nonfiction Title:

Serving the Community

Take Home Book Masters: Our Government

Audiolesson 10 Photos: animals

in different levels of a rain forest, such as the forest floor and the emergent level


- Introduction: Explain to campers that today they will apply the comprehension strategy: making connections.

Review Concepts and Vocabulary


Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Contents - Read the Book - Apply Comprehension Strategy - Check Understanding - Discuss the Book - Learning Masters page 29 - Reread for Fluency - Customize the Reading

15 Minutes


National Geographic


Our Government Theme Builder Take-Home

Book Learning

Lesson 4: Our Government Guided Writing

- Introduction: Explain to campers that today they will write books about our government.

Theme Connection: Our Government Focus Skills: Compare and Contrast


116


- Explain to students that they will write a book about our government. - Students will…

Complete the contents page. Share information about government. Share writing ideas for each pair of pages.

- Record ideas on chart paper to get the students started. - Encourage students to locate listings for the Contents page and decide

on words for the pictures in the Glossary. - Have partners work together to plan what to write using Learning



class.

25 Minutes






- Vocabulary Routine: Define, Example, Ask proper: Proper describes things that people consider to be real

or satisfactory. The doctor thought the thin man did not eat properly. Would a toddler eat his food properly in a restaurant? Why? Why not?

aim: If you aim for something, then you plan to achieve it. The track star said he would aim for the 100 meters world record. What would a football player aim for?

deserve: If you say that someone deserves something, you mean that they should have it. Our school deserved a trophy because we won first place. What do you think a criminal deserves?

- Chapters 12-13 Focus: How does Queen respond to uncomfortable situations?

- Guiding Questions (During & After Reading): How does Symone’s leaving change things for Queen? What advice does Symone give to Queen about friendship? Do you think Queen will follow Symone’s advice? (think-pair-

share)

117

How does Queen try to make new friends at school? Is she successful?

Queen wants to reveal the truth about Leroy. Why does this become so important to her? (written response)

20 Minutes


Spelling Bee




Week 4 Fabulously









Broad Stripes and Bright Stars. Create a National Geographic Newsletter using the information




119




40 Minutes


National Geographic

Reading &

Writing




Masters: Our Government

Lesson 5: Our Government Vocabulary, Comprehension, and Writing


Guided Writing - Students continue writing the Take-Home Books from previous lesson. - Review text features: glossary - Reinforce Habits of Good Writers

Add details to help the reader understand concepts. Check spelling. Revise their work.

- Circulate and provide additional support for struggling writers. - Have students complete the Picture Glossary and About the Author last. - Encourage students to share their books with a partner for feedback.

Assessment Tools - Review Theme Builder and Concept Book: Our Government - Self Assessment - Learning Masters pages 22-23, 31 - Writing

Home Connection - Review the Family Focus Letter page 31 - Send the Family Focus Letter home with the campers. - Encourage the campers to use the theme vocabulary words to describe our

government.


- Vocabulary Routine: Define, Example, Ask request: If you request something, you ask for it politely. I

120






requested that the door to my room be left open. What would a teacher request from his students?

ignore: If you ignore someone or something, you deliberately take no notice of them. I ignored my brother as I completed my homework assignments. Should ignore a situation where someone is being bullied? Why?

humble: A humble person does not believe that they are better than others. Leroy is a humble boy because he does not believe that he is more important than others. What might a humble person say when accepting an award?

- Chapters 14-15 Focus: What causes Queen to change?

- Guiding Questions (During & After Reading): Why does Queen want to reveal the truth about Leroy? What steps does she take to prove that she is right? (think-pair-share) What causes Queen to change her mind about Leroy? What advice would you give to Queen about friendship? (written

response)

20 Minutes


Spelling Bee




Week 4 Fabulously







- Group 2: Reader’s Theatre As a group, read the entire script. Discuss the central ideas and theme of the script.

121

Choose parts for the script and highlight your parts. Practice Reading the script with expression and proper pacing.

- Group 3: National Geographic Newsletters Review the Big Ideas from the National Geographic Reader: Broad

Stripes and Bright Stars. Create a National Geographic Newsletter using the information from



Rotate to each group to monitor their progress and provide feedback. Explain to students that during the final week of camp they will have time to

prepare for their culminating projects: A Spelling Bee, Reader’s Theatre performance, or National Geographic Newsletter Presentations.

123




40 Minutes

Comprehension &


Geographic


Life Cycles of Animals

Theme Builder Concept Book:


Photos: a variety of animals, including a dog, chicken, snake, frog, lizard, goldfish, puppies, kittens, and chicks

Theme Builder Learning Masters

page 25 Audiolesson 1

Lesson 1: Life Cycles of Animals Vocabulary and Comprehension

- Introduction: Explain to campers that today they will read a book about the life cycles of animals.

o Introduce Concepts and Vocabulary - Introduce Theme Question - Develop Oral Language - Introduce Theme Poems - Learning Masters page 25 - Introduce Key Vocabulary - Build Background


20 Minutes


National Geographic




Life Cycles of

Lesson 1: Life Cycles of Animals Writing


- Prompt: Using information you learned from the book, Life Cycles of Animals, write a response to the following prompt: o Select two animals from the book, Life Cycles of Animals.

124

Animals Pencil Paper

Compare and contrast how the two animals grow and change. - Instruction students to use information from the text in their response. - Encourage students to use the following vocabulary words in their

writing: amphibian bird classify fish life cycle mammal metamorphosis reproduce reptile


30 Minutes


Phonics




Syllable Cards ad stant tion con form ture in ven di

Word Cards addition









- Explain that there are three parts to this game.

125

adventure constant conform invention condition convention instant inform

- In the first part, Meet the Words, the campers will become familiar with a set of words.

- In the second part, Find the Syllables, campers find syllables within the words, and those syllables become the parts that campers use to make words in the third part of the game, Collect the Words.




Find the Syllables - Place the first word in the pocket chart. - Say: “This word is addition. Read it with me, addition.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the ad sound in addition. What are the letters that make the ad sound in addition?”

- Say: Point to the letters that make the di sound in addition. What are the letters that make the di sound in addition?”

- Say: Point to the letters that make the tion sound in addition. What are the letters that make the tion sound in addition?”


- For example, the syllable card ‘ad’ should appear at the top of the first column of the matrix.

- The syllable card for ‘di’ should appear in the second column, fourth row.

- The syllable card for ‘tion’ should appear in the third column, first

126




ad stant tion con form ture in ven di







- Say: “Listen to the word I say. ‘addition…addition.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


stant con form ture in ven

127

addition



stant additioncon form ture in ven

addition




ad stant tion addition con form ture adventure in ven constant di conform invention condition convention instant inform


128

Culminating Project Provide students with the Spelling Bee List and have them practice for the

end of camp spelling bee with a partner or within a small group.

30 Minutes


Fluency

Independent Fluency Station: Reader’s Theatre

Materials Reader’s Theatre

Script





Fluency Routine Have students select one of the Reader’s Theatre scripts from weeks 1, 2,

3, or 4 to perform for their classmates. Provide an opportunity for students to practice reading with expression

and proper pace. Ensure each student in the fluency group has a part in the performance.

Some parts may be shared between two or more students.

30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Readers:


Paper Pencils National

Geographic Newsletter Poster

crayons





Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will choose one of four titles to

read, develop a response, and present to the entire class. Explain to students that each of the four titles represents a theme that they

have studied in camp. (Exploration, Inventions, Geography, and Our

129

Government). The titles below are connected to one of the themes. Students should choose their book based on interest. After students read their book, they will complete a poster size National

Geographic Newsletter to share with the entire class. (If available, students can use technology resources such as Power Point, Publisher or Movie Maker to present their Newsletter).

Preview




Read & Respond Students will independently or partner read one chapter of book. Using the table of contents page, students should choose one section of the

book. Students will work with a partner or individually to complete their

National Geographic Newsletter.

131




40 Minutes


National Geographic





Learning Masters pages 24, 26 and 27

Audiolesson 1


- Introduction: Explain to campers that today they will understand that animals grow and change in different ways and that animals are classified into groups.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit the Theme Poem - Build Background - Begin Vocabulary Log - Learning Masters page 24

Introduce the Comprehension Strategy - Introduce Making Connections - Model Making Connections - Learning Masters page 26


20 Minutes


National Geographic




Life Cycles of

Lesson 2: Life Cycles of Animals Modeled Writing

- Introduction: Explain to campers that today you will model how to use precise nouns and adjectives when writing.

Theme Connection: Life Cycles of Animals Focus Skills: Precise Nouns and Adjectives

- Identify the modeled writing passages on page 13 of the teacher’s

132

Animals Chart paper Markers Highlighters:

Green, Yellow and Pink

guide. - Record the passages on chart paper or the chalk board. - Reinforce the focus skill by underlining precise nouns and adjectives. - 1st Think Aloud: Highlight the first sentence green because it is the

topic sentence. - Think Aloud: Underline (common, soft) - Think Aloud: Underline (brown, black, white, tiny, adult)

30 Minutes

Phonics Syllasearch


Syllable Cards pro crast in ate re duce vi ab bre ble pos ture vate cul si ti

Word Cards procrastinate produce













cards in a pocket chart.

133

reduce abbreviate posture possible culture cultivate



Find the Syllables - Place the first word in the pocket chart. - Say: “This word is procrastinate. Read it with me, procrastinate.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the pro sound in procrastinate. What are the letters that make the pro sound in procrastinate?”

- Say: Point to the letters that make the crast sound in procrastinate. What are the letters that make the crast sound in procrastinate?”

- Say: Point to the letters that make the in sound in procrastinate. What are the letters that make the in sound in procrastinate?”

- Say: Point to the letters that make the ate sound in procrastinate. What are the letters that make the ate sound in procrastinate?”


- For example, the syllable card ‘pro’ should appear at the top of the first column of the matrix.

- The syllable card for ‘crast’ should appear in the second column, first row.

- The syllable card for ‘in’ should appear in the third column, first row. - The syllable card for ‘ate’ should appear in the fourth column, first




134

pro crast in ate re duce vi ab bre ble pos ture vate cul si

ti







- Say: “Listen to the word I say. ‘procrastinate … procrastinate.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


re duce vi ab bre ble pos ture vate cul si

ti

135

procrastinate



procrastinate

re duce vi ab bre ble pos ture vate cul si

ti procrastinate




follows: pro crast in ate procrastinatere duce vi produce ab bre ble reduce pos ture vate abbreviate cul si posture

ti possible culture cultivate

136

Note: The list of words in the third column can be in any order. Culminating Project Provide students with the Spelling Bee List and have them practice for the

end of camp spelling bee with a partner or within a small group.

30 Minutes


Fluency

Independent Fluency Station: Reader’s Theatre

Materials Reader’s Theatre

Script





Fluency Routine Have students select one of the Reader’s Theatre scripts from weeks 1, 2,

3, or 4 to perform for their classmates. Provide an opportunity for students to practice reading with expression

and proper pace. Ensure each student in the fluency group has a part in the performance.

Some parts may be shared between two or more students.

30 Minutes


Comprehension


Geographic Explorer


Materials National

Geographic Pioneer Readers:


Paper Pencils National

Geographic Newsletter Poster

crayons





Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will choose one of four titles to

read, develop a response, and present to the entire class.

137

Explain to students that each of the four titles represents a theme that they have studied in camp. (Exploration, Inventions, Geography, and Our Government).

The titles below are connected to one of the themes. Students should choose their book based on interest. After students read their book, they will complete a poster size National

Geographic Newsletter to share with the entire class. (If available, students can use technology resources such as Power Point, Publisher or Movie Maker to present their Newsletter).

Preview




Read & Respond Students will independently or partner read one chapter of book. Using the table of contents page, students should choose one section of the

book. Students will work with a partner or individually to complete their

National Geographic Newsletter.

139




30 Minutes

Comprehension &


Geographic


The Life Cycles of Animals

Theme Builder Nonfiction Title:

Groups of Animals


Audiolesson 1 Phots: a variety

of amphibians, reptiles, mammals, fish, birds, including an eagle

Theme Builder


- Introduction: Explain to campers that today they will practice their comprehension strategy: predicting.

Lesson 3: Our Government Develop Concepts and Vocabulary


Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Glossary - Read the Book - Check for Understanding - Support Comprehension - Discuss the Book - Learning Masters page 28 - Reread for Fluency - Customize the Reading

140

15 Minutes


National Geographic





Chart Paper from Lesson 2

Markers

Lesson 3: Life Cycles of Animals Shared Writing

- Introduction: Explain to campers that today they will collaborate to write a paragraph about a different group of animals.

Theme Connection: Life Cycles of Animals Focus Skills: Precise Nouns and Adjectives

- Review the model writing from lesson 2. - Invite students to write a paragraph about a different group of animals

people often have as pets, such as birds, fish, or reptiles. - Encourage volunteers to suggest examples of pets from each group. - Have students to frame a sentence to sate the new paragraph’s main

idea. - Also have them suggest details about the animals. - Instruct student to find natural places to include precise verbs and

adjectives. - Circle or underline the precise nouns and adjectives.

Customize Writing Instruction: - Use the suggestions on page 15 (Beginning/Developing and Expanded

opportunities) to support the needs of all of writers. - Discuss: How do the precise nouns and adjectives enhance the

information about pets?

30 Minutes





Pencils Crayons

Lesson 11: The Broken Bike Boy and the Queen of 33rd Street Today the campers will respond to the book, The Broken Bike Boy and the

Queen of 33rd Street. Record the following roles on the board or chart paper: Discussion

Director, Connector, Hunter, Travel Tracer, Illustrator Place the campers in groups of five students each. Explain to the campers that today they will choose how they would like to

respond to the book, The Broken Bike Boy and the Queen of 33rd Street. Within each group, the campers should decide who will volunteer for each

role. There should be one role per camper. The teacher may assign roles if the campers are not able to decide on their

own. Read the descriptions of the following roles to the campers:

- Discussion Director: Choose one chapter from the book, The Broken

141

Bike Boy and the Queen of 33rd Street. Your Job is to write a list of questions that your group might want to discuss about this part of the book. The best questions will come from your own thoughts, feelings, or ideas about this section of the book. You will also need to write answers for the questions you create.

- Connector: Choose one chapter from the book, The Broken Bike Boy and the Queen of 33rd Street. Your job is to find connections between the book you are reading and the outside world. This means connecting what you read with your own life, to what happens at school or in the community. Once you have shared your connection to this section of the book, each member of your group will also relate their own connection to the book.

- Hunter: Your job is to choose a paragraph or sentence from the book to discuss with your group. Your purpose is to help other campers by spotlighting something interesting, powerful, funny, puzzling, or important from the text. Record the paragraph or sentence and explain your reasons for choosing it. Record the page number and the paragraph along with your response.

- Travel Tracer: In a book where characters move around a lot and the scenes change frequently, it is important for everyone in your group to know where things are happening and how the setting may have changed. Your job is to track where the action takes place. Describe each setting in detail, either in words or give a picture map that you can show and discuss with your group. Include a description of what event happened in that setting. Be sure to record page numbers for the group.

- Illustrator: Choose one chapter from the book, The Broken Bike Boy and the Queen of 33rd Street. Your job is to draw a picture related to what you read in that particular chapter. It can be a sketch, cartoon, diagram, or stick figure scene. It can be about something that you read or a demonstration of a character’s feelings during that chapter of the book. Show your picture to the group and allow them comment on and guess what the picture means. After everyone has a turn to guess, tell the group what your picture means and the part of the book that it is based on.

142

Once the campers have a role, provide the campers with their coordinating activity sheet.

The campers will compile their activities into a booklet and prepare to share their responses within their group.

Provide campers with an opportunity to complete their activity and collect their sheets.

15 Minutes


Spelling Bee




Weeks 1-5 Reader’s Theatre National

Geographic Newsletter Posters


Introduction: Explain to students that over the next two lessons, they will prepare to present their culminating projects.



- Group 2: Reader’s Theatre Practice Reading the script with expression and proper pacing. Create any necessary props for your Reader’s Theatre Script.

- Group 3: National Geographic Newsletter Poster Create a National Geographic Newsletter Poster using the

information from one of the National Geographic Readers. Include interesting facts along with a picture and caption.



143




30 Minutes

Comprehension &


Geographic



Theme Builder Learning Masters

pages 29 and 30 Nonfiction Title:

The Amazing Silk Worm

Take Home Book Masters: Life Cycles of Animals

Audiolesson 1 Realia: piece of

silk, such as a scarf; world map

Photos: moth, depiction of life cycles of chicks and frogs


- Introduction: Explain to campers that today they will apply the comprehension strategy: predicting.

Review Concepts and Vocabulary


Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Headings - Read the Book - Apply Comprehension Strategy - Check Understanding - Discuss the Book - Learning Masters page 29 - Reread for Fluency - Customize the Reading

15 Minutes


National Geographic



Theme Builder

Lesson 4: Life Cycles of Animals Guided Writing

- Introduction: Explain to campers that today they will write books about animal’s life cycles.

Theme Connection: Life Cycles of Animals

144

Take-Home Book

Learning Masters, p.30

Pencil Paper

Focus Skills: Precise Nouns and Adjectives - Provide students with a copy f the Take-Home Book Masters. - Explain to students that they will write a book about animal’s life

cycles. - Students will…

Complete the contents page. Describe the animals shown and discuss the life cycles of the

animals. Share writing ideas for each pair of pages.

- Record ideas on chart paper to get the students started. - Have students suggest labels for the photos. - Have partners work together to plan what to write using Learning



class.

30 Minutes





Pencils Crayons

Lesson 12: The Broken Bike Boy and the Queen of 33rd Street Today the campers will complete their responses to the book, The Broken

Bike Boy and the Queen of 33rd Street. Record the following roles on the board or chart paper: Discussion

Director, Connector, Hunter, Travel Tracer, Illustrator Remind the campers that yesterday they worked on their individual roles

for The Broken Bike Boy and the Queen of 33rd Street discussion group. Return the activity sheets to the campers. Allow the campers to complete their response activities and provide

individual support as needed. Explain to campers that tomorrow they will work in their groups to share

their responses to The Broken Bike Boy and the Queen of 33rd Street.

15 Minutes


Spelling Bee

Reader’s Theatre


Weeks 1-5 Fabulously

Famous Idiom Plays: Reader’s


Introduction: Explain to students that during this lesson, they will prepare to present their culminating projects.


145

National Geographic Newsletters

Theatre National

Geographic Newsletter Posters


- Group 2: Reader’s Theatre Practice Reading the script with expression and proper pacing. Create any necessary props for your Reader’s Theatre Script.

- Group 3: National Geographic Newsletter Poster Create a National Geographic Newsletter Poster using the

information from one of the National Geographic Readers. Include interesting facts along with a picture and caption.



147




20 Minutes


National Geographic

Reading &

Writing



Learning Masters pages 22-23, 31

Take Home Book Masters: Life Cycles of Animals

Lesson 5: Life Cycles of Animals Vocabulary, Comprehension, and Writing


Assessment Tools - Review Theme Builder and Concept Book: Life Cycles of Animals - Self Assessment - Learning Masters pages 22-23, 31 - Writing

Home Connection - Review the Family Focus Letter page 31 - Send the Family Focus Letter home with the campers. - Encourage the campers to use the theme vocabulary words to describe life

cycles of animals.

30 Minutes






Pencils Crayons

Lesson 13: The Broken Bike Boy and the Queen of 33rd Street Today the campers will share their responses to the book, The Broken Bike Boy

and the Queen of 33rd Street. Record the following roles on the board or chart paper: Discussion Director,

Connector, Hunter, Travel Tracer, Illustrator Remind the campers that yesterday they worked on their individual roles for The

Broken Bike Boy and the Queen of 33rd Street discussion groups. Allow the campers to share their responses within their groups of five. Celebrate the work of the campers by choosing one camper from each role to

share with the entire class.

40 Minutes



Weeks 1-5 Fabulously


Explain to students that during this lesson they will present their culminating projects to the class.

148

Spelling Bee Reader’s Theatre

National Geographic Newsletter

Posters


National Geographic Newsletter Posters

National Geographic Newsletter Posters Display the National Geographic Newsletter Posters around the classroom. Have

each student stand next to their poster while other students travel in groups to view their work.

Reader’s Theatre Have the students in the Fluency group perform their Reader’s Theatre Script for

the entire class. Spelling Bee Facilitate a Spelling Bee for the students in the Word Study group. End of Camp Celebration Celebrate student success by recognizing their hard work and achievement.

149

Name _____________________________________________________________

Discussion Director: The Broken Bike Boy and the Queen of 33rd Street

Discussion Director: Choose one chapter from the book, The Broken Bike Boy and the Queen of 33rd Street. Your Job is to write a list of questions that your group might want to discuss about this part of the book. The best questions will come from your own thoughts, feelings, or ideas about this section of the book. You will also need to write answers for the questions you create.

Chapter: _______________

List of Questions & Answers: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

150

Name _____________________________________________________________

Connector: The Broken Bike Boy and the Queen of 33rd Street Connector: Choose one chapter from the book, The Broken Bike Boy and the Queen of 33rd Street. Your job is to find connections between the book you are reading and the outside world. This means connecting what you read with your own life, to what happens at school or in the community. Once you have shared your connection to this section of the book, each member of your group will also relate their own connection to the book.

Chapter: _______________ ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

151

Name _____________________________________________________________

Hunter: The Broken Bike Boy and the Queen of 33rd Street

Hunter: Your job is to choose a paragraph or sentence from the book to discuss with your group. Your purpose is to help other campers by spotlighting something interesting, powerful, funny, puzzling, or important from the text. Record the paragraph or sentence and explain your reasons for choosing it. Record the page number and the paragraph along with your response.

Paragraph From the Text Page Number _________

Importance Explain why the paragraph is important.

152

Name ___________________________________________________________________________________

Travel Tracer: The Broken Bike Boy and the Queen of 33rd Street Travel Tracer: In a book where characters move around a lot and the scenes change frequently, it is important for everyone in your group to know where things are happening and how the setting may have changed. Your job is to track where the action takes place. Describe each setting in detail, either in words or give a picture map that you can show and discuss with your group. Include a description of what event happened in that setting. Be sure to record page numbers for the group.

Where the action began: Page Number(s) _________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Where the key events happened: Page Number(s) _________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Where the events ended: Page Number(s) _________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

153

Name ___________________________________________________________________________________

Illustrator: The Broken Bike Boy and the Queen of 33rd Street

Illustrator: Choose one chapter from the book, The Broken Bike Boy and the Queen of 33rd Street. Your job is to draw a picture related to what you read in that particular chapter. It can be a sketch, cartoon, diagram, or stick figure scene. It can be about something that you read or a demonstration of a character’s feelings during that chapter of the book. Show your picture to the group and allow them comment on and guess what the picture means. After everyone has a turn to guess, tell the group what your picture means and the part of the book that it is based on.

Chapter: ___________ Explanation: _____________________________________________________________________________________________________________________________________________________________________________________________________________________

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