THIR

D

GRADE

READING

CAMP

CATA

WB

A C

OU

NTY

SCH

OO

LS

2014

MEET YOUR TEAM!

You should be sitting with at least two or three other teachers that have the same color card and number that you have!

Interview your teammates:1. What is your name?2. Where do you teach?3. What grade/content area do you teach?4. What is one interesting fact you would

like to share about yourself?

MATERIALS:

Pencils

Scissors

Colored Pencils

Notebooks (1 per student)

Glue Sticks

Tissues

Baby Wipes

Sticky Notes

Chart Paper

Rewards:

“Magic Stones”

Small cups

Special Shapes

Stickers

SCHEDULE, LESSON PLANS AND RESOURCESYour daily schedule, lesson plans for each component and resources

will be provided. • Read Alouds Books (Titles from Media Centers)• Reader’s Theater (Teacher Created Materials Kit®)• Guided Reading (Fountas and Pinnell Leveled Literacy

Intervention®)

• Comprehension (Visualizing and Verbalizing Kits®)• Phonics (Seeing Stars Kits®)• Passages (Standards Specific per NCDPI)• Making Words Lessons• Poem of the Day Lesson

LITERACY NOTEBOOKWhat goes inside?

Author’s Page

Table of Contents Pages

Section 1: Poems of the Day

Section 2: Word Study/Making Words

Section 3: Writing Name

AUTHOR’S PAGE

First Page

Students write their name (large print) in the middle of the page and then draw items to reflect who they are: their wants, wishes, likes, family, pets, etc.; add words, symbols, etc. to reflect their personalities

TABLE OF CONTENTS

• Write title across the top line

• Save about 3-4 pages of the notebook for the Table of Contents

• Write each entry along with the page number on which it can be located

SECTION 1: POEM OF THE DAY

• Number the first page of the Poem of the Day section with a number 1 (upper right corner)

( you may want to go ahead and have students number the remaining pages in their notebooks, using the back-side of the page as even numbers)

• Fold a circle dot sticker on edge of page to serve as a index tab

• Glue the poem of the day in the center of the page

• Allow students illustrate the poem to help show their comprehension

• Underline/highlight key words, phrases, etc., based on identified needs of your group

SECTION 2: WORD STUDY

• Students will cut out the letters for the word of the day

• Students will follow along making words as the teacher gives directions

• After the “mystery word” has been identified at the end of the lesson the students can then glue the letters onto their page spelling the mystery word

Start Lesson 1 on page ____

Letters will be cut apart, not glued into the notebook until finished making words; students will use letter tiles to glue in “Mystery Word” as final step

SECTION 3: WRITING

• Start on page 55• Add sticker dot to

edge of page for index tab

• Students should date each entry and put a heading/title for each entry

• You have a list of ideas for writing prompts to go along with the Read Aloud for each day

DAILY SCHEDULE: 60 MIN COMPREHENSION GROUP

DAILY SCHEDULE: 30 MIN COMPREHENSION GROUP

SEEING STARS®

• Seeing Stars ® will be utilized in small groups for students with a need in phonological and orthographic processing.

• Teachers trained in this program will implement this instruction.

• Kits will be provided for each site.• Starting points will be provided based

on data analysis.

VISUALIZING AND VERBALIZING®

• Visualizing and Verbalizing® instruction will be provided for students with a need in language comprehension and thinking.

• Teachers trained in this program will provide instruction.

• Kits will be provided for each site.• Starting points will be provided based

on data analysis.

Task: Using poetry to increase fluency Materials: Short poem copied on chart paper, individual copies of poem, scissors, student notebook, glue sticks, pencils, highlighters

Directions: 1. Read aloud the poem several times, using good expression, and pointing to the words as it is read. 2. The class or a small group then reads the poem and points to the words.3. Discuss the meaning of the poem.4. Choose groups of students to read aloud the poem to the rest of the students.5. Begin a word study by choosing 2-4 interesting words from the poem.6. Briefly discuss the words and their meaning in the poem.7. Students look for rhyming words and key word families (such as –at, -ub, -ink) and highlight or circle them on the poem. Allow students to think of other rhyming words and add them to the word bank.8. Always end this time chorally REREADING as a whole group! 9. Be sure to model and expect expression and prosody! *Students will have the opportunity to glue their poem into their notebook for rereading!

Poem of the Day (Whole Group)

GUIDED READING

Students will be divided into three groups based

on their guided reading level.

Lesson numbers have been

assigned for each group.

LESSON DESIGN(SMALL GROUP)

Plan for Odd Numbered Lessons

5 minutes Rereading Books

5 minutes Phonics/Word Work

15 minutes New Book (Instructional Level)

5 minutes Letter/Word Work

Plan for Even Numbered Lessons

5 minutes Rereading Books/ Assessment

5 minutes Phonics/Word Work

15 minutes Writing About Reading

5 minutes New Book (Independent Level)

Optional Letter/Word Work

ODD NUM

BERED

LESS

ONS

Introduce the new book on instructional level

Provide brief overview of the whole text (without giving away the details) Use specific language structures from text Use specific vocabulary words that are

important for the text Help students locate known and unknown words Help students notice particular features of text

New Book (15 min)

Reading the new book on instructional level

Students begin reading softly. Teacher listens in to individual

students read. Teacher take anecdotal notes as

students read.

New Book (continued)

Teaching- demonstrating or modeling reading behaviors. Intervening to show the child what good readers do. i.e. “Watch while I read the sentence again and get my mouth ready to say the word?” Now you do that.” or “Watch me point under the words. Now you point and read.”Prompting- using precise language to get the child to engage in the

reading behavior. Behaviors must be demonstrated first. Use consistent language in your prompting. i.e. “Try that again and get your mouth ready.? Or “Did it match?” Reinforcing- giving some very quick and concise comments that let the

child know what he/she did that was effective. Avoid the use of evaluative remarks- these do not help the reader. i.e. “You got your mouth ready for the word.” or “You pointed right under the words.”

Interacting with Individual Students:

New Book(continued)

Involve students in active exploration of letters and words in order to help them learn how words “work.”

-break words apart by using magnetic letters-write words -sort words-acquire high frequency words

Word Work (5 min)

EVEN

NUM

BERED

LES

SONS

• Students reread softly or silently the new books that were introduced the day before.

• Use this time to take a Reading Record on one child, using the instructional level book that was introduced and read the day before. • Listen to one child read aloud while you code the reading, have a brief comprehension conversation, and make a teaching point that will help the reader problem-solve more effectively.

Rereading Books and Assessment

(5 min)

• Review the principle introduced the day before by adding examples to expand the children’s knowledge or introduce a new phonics/word work principle.

• If there are several activities, do only what time allows after working with the new principle.

Phonics/Word Work

(5 min)

Interactive Writing- compose text with the children on a chart. Allow students opportunities to share the pen.

Dictation Writing- children write specific sentences that you dictate to them (allows them to think about sounds and letters as they construct words with teacher support).

Independent Writing- children will compose and write sentences of their own with some teacher support to assure conventional form. - lines from text that children can illustrate - innovations on the text - summary statements - interesting information from the text - a response or reaction to the text

* Although a lesson may specify a specific type of writing, you may choose to use another type – one that may be more useful for the children. Writing About

Reading (15 min)

Student Notebook

• Introduce a new book to the students by pointing out some of the important ideas in the book

• Book is usually two levels easier than the new book the students read the previous day- so it will be easy for them to read (independent level)

• Students read through the whole book in a soft voice and take it back to their seats to reread.

New Book (Independent level)

5 min.

This provides students with additional practice manipulating letters and sounds.

Letter/Word Work

(5 minutes)

• Do not get bogged down on any component.

• Ten Lessons for each Fountas and Pinnell level

Lessons have been assigned for each group

• Use the program to fidelity to ensure adequate progress.

Tips to Remember

Interactive Read Aloud

(Whole Group)

Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral

reading of a text.”Fountas and Pinnell

“Well-structured Interactive Read-aloud Lessons Create Environments in Which Children Are Strong Participants in their Own Learning.”.“The teacher models think-alouds to provide children with a window into a reading strategy and show how an accomplished thinker uses that strategy. Next, the teacher provides scaffolds for students as they stretch their new learning into another context. Carefully constructed learning activities in "Share the Reading" provide guided practice with the teacher actively supporting the learning.”

Linda Hoyt

Task: Engage students in active listening, exposure to teacher think aloud and use of

reading strategies to think critically about text.

Materials: Read aloud text, lesson plan, chart paper, marker, highlighter, pointer, sticky notes

Directions:

1. Set a focus for new read aloud

2. Teacher modeling through Think Aloud with prosody and preplanned stopping points

3. Explicit instruction of comprehension strategies

Guided Practice in discussing text:

4. Teacher uses question prompts throughout the modeling and think aloud process

5. Using misconceptions as teaching points

6. Clarification of student thinking as they share their thoughts and responses to prompts

7. Posters make student thinking visible

*Reading the notes is essential!

Interactive Read Aloud

(Whole Group)

These are provided for you. You will have 15 different lesson from which to choose.

QUESTION STEMS TO ASK DURING READ ALOUD What do you think will happen next?

Why?

What are you thinking about the story right now?

What picture do you see in your mind right now?

How is this story like other stories we have read in class or you have read on your own?

Room Set Up

Smal

l Gro

up

Small Groups

WholeGroup

T 1

T 2

Independent Area

Task: Build fluency through repeated and performance reading.Materials: Student Notebook, Individual poems, pencil, highlighter, Reader’s Theater Scripts

Directions:Reader’s Theater1. Introduce script to students by reading aloud the text.2. Model reading with expression and voice inflection when reading different characters.3. Assign/Choose characters and have students work on rehearsing their parts.4. Listen in and provide scaffolding as students rehearse their parts at least two times.5. Be sure to reinforce and expect expression, voice inflection, phrasing…6. Rehearse the script as a small group; allowing the story to unfold.7. Rehearse often until the group is ready for performance. 8. Invite site director or teacher support to view the small group performance.

Fluency(2 Small Groups)

Task: The teacher and students co-create; teacher writes and thinks aloud while the students actively listen and engage in their thoughts coming alive on paper.

Materials: Mentor Text, preplanned prompt, chart paper, student notebooks, pencils

Directions:

1. Introduce the lesson or topic by modeling how to begin writing

2. Plan the text and help students generate ideas for writing

3. . Record students’ ideas, reinforcing print conventions such as capitalization, punctuation, and

print directionality

4. Reinforce students’ phonemic awareness through writing

5. Ask students to participate in the writing at strategic points by asking individuals to write

known letters, words, pieces of punctuation, or phrases

6. Involve your students in repeatedly reading the products they have created during interactive

writing sessions

7. The teacher should be sure to read and reread the ultimate composition, reviewing the skills

that have been highlighted in that process.

Interactive Writing(Whole Group)

Task: To learn word patterns in order to read and spell words accurately and fluently .

Materials: Student Notebook, making words lesson plan, pencil, highlighter,

Making Words Lesson:

1. Using the lesson plan provided, follow the directions in the lesson plan to work with the small group on making words.

2. Students should record words in the Word Study section of their student

notebook.

Word Study(Small or whole

Group)

Roles and Responsibilities

SITE DIRECTORS• Daily Walk-throughs (instructional classroom checklists)• Buses• Discipline• Set procedures for securing substitutes, both teachers

and bus drivers• Establish lunch procedures/help with distribution of

lunchboxes• Establish dismissal procedures• Inventory materials/resources on July 25th for return to

Fountas and Pinnell file cabinet and the storage bin (list will be provided)

• Responsible for securing Benchmark Kit for teachers for each site.

Instructional Checklist

TEACHERS• Follow daily instructional schedule and routines• Daily: Collect lessons/books from F&P folders and return/file• Supervise/instruct students• Share co-teaching responsibilities• Prepare daily poem on chart paper, small and large group

lessons• Formatively assess students’ needs on daily basis• Supervise students within classroom, hallways, restrooms,

etc.

TEACHER ASSISTANTS

Roles and Responsibilities

• Make copies, if needed• Assist individual students or small groups of students as

directed by teachers• Supervision of students in restrooms, classroom, etc.• Help deliver breakfast and lunch to classrooms. 

Questions or Comments

Thank you for your commitment to these students!

1. You will report to your summer site on July 7th to receive specific site information and meet your site director.

2. You will sign contracts on July 7th.3. You will have time to set up your room, review all lesson plans,

and student data. 4. Please email us with any questions or concerns you may have.

Mia_Johnson@catawbaschools.netLora_Drum@catawbaschools.net