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2015 COURSE CURRICULUM
2015 Upper Level Reader
                                                        Mid-Level Reader

                                                   2015 Lower Level Reader  

Plus Workbooks

  
Sample Upper Level Daily Lesson Plan
(Those reading.writing on or above grade level)
TUESDAY, JULY 14, 2015
 
8:30-8:45        Oral Language Development     (see tab 8 in Tutor Binder)
 
8:45 – 9:20      Reading Lesson – “Leyla and the Lamp”   (see tab 3 in Tutor Binder)
 
9:20-9:50        Fry Word Activities     (see Tab 5 in Tutor Binder)
 
1.  Introduce the Fry Word list to students.  Give each student a copy to put in his/her folder.
2.  Begin taking the students one by one to have them read one level (or part of a level) to you.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3.  As one adult works with the children individually, the other adult teaches the students how to play “Concentration”.  Before beginning the game, have the students pronounce the words in the game.  Begin with a level of words that most students already know.
 
9:50- 10:15     Break  (see tab 9 in Tutor Binder)
 
10:15-10:45    Word Study/Spelling Skills
1.  Introduce the workbook to the students.  Go over page 7, “Proofreading Marks”.
2.  Introduce page 8 by having the students say the words aloud as a group.  Then discuss the short a sound heard in each word.
3. Go over the directions on pages 8 and 9.  Have the students do those pages.  Check the pages together.
4.  Do the first part of the proofreading page together, using the proofreading marks on page 7.  Then have the students complete the page on their own and check it with them.
5.  Go over alphabetical order and alphabetical order to the second letter.  Then have the students complete pages 11, 67, and 77.  Check each page with the individual student.
 
10:45-11:25    Writing Lesson     (see tab 4 in Tutor Binder)
 
11:25-11:30    Review the day, dismiss for lunch
 
 Sample Lower Level Daily Lesson Plan
(Those reading/writing more than one grade level lower than norm)
Sample 5-6 year Old Daily Lesson Plan
Tuesday, July 16
8:30--- Introductions
9:00-- Reading a Big Book
9:20 or 9:30—Word Work and assessment
9:45-10:00—Teacher reads another book. Be sure and point to the words as you read the book.
10:00-10:15 or so—Children read books that are available to them
10:15-10:30—Model Writing
10:30-10:45—Students write
10:45-11:00—Share writing
11:00-11:30—Write in Journal Prompt and/or read another book to them
You will follow this same basic format each day as the children rotate between large group and either small group or individual work. You will also spend time with reading/writing and some word work—helping them spell sight words and learn about sentence structure.
 
2012 Course Material is presented below. 
NOTE:  ALL REFERENCES TO TABS IN THE LESSON PLANS BELOW RELATE TO TUTOR BINDERS WHICH YOU WILL BE GIVEN MONDAY, JULY 16.
Listed First:  Groups 1 through 20 Daily Detailed Curriculum
Then scroll down.  Listed Below Groups 1 through 20 you will find
Groups 21-34.
Groups 1 through 20 Daily Detailed Curriculum:
Reading Books:
Day 1: Oma’s Quilt
Day 2: A Chair for My Mother
Day 3: When I Was Young in the Mountains
Day 4: Welcome to the Greenhouse
Day 5: Williams Doll
Day 6: Henry and Mudge
Day 7: Rimshots
Day 8: Night in the Country
Day 9: Owl Moon
Day 10: Come on Rain
Day 11: My Father’s Hands
Day 12: What You Know First
DAILY LESSON PLAN / TUESDAY, JULY 17, 2012
8:30-8:50 Breakfast / Oral Language Development
Greet students, breakfast in room.
Discuss rules, procedures, schedule
Hand out Writer’s Notebook and other student supplies.
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:30 Fry Word Activities

1. Introduce Fry Word List to students. Give each student a copy to put in his folder.
2. Begin taking the students one by one to have them read one level (or part of a level) of Fry Words to you. Mark those the child does not know. Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3. As one adult works with the children individually, the other adult teaches the children how to play Concentration. (see Tab 7) Before beginning the game, have students pronounce the words in the game. Begin with a level with words that most students already know.
Word Study: Pages (1-8) of the workbook.
10:20-10:45 Break/Active Education Game (see Tab 9)
10:45-11:30 Writing Lesson - Authors use sensory detail. Focus on
smell.
Book: Oma’s Quilt
Suggested vocabulary:
empty pottery
yeast quilt
basement nincompoops
strudel strokes
recital embroidered
retirement home fabric
weeping willows
Discuss:
Do you have a grandmother or great grandmother?
How do you feel when you get to spend time with your grandmother?
(Write these words on the board.)
How does this book make you feel?
Have you ever done something to help someone else feel better? What did you do?
Writing:
Write sentences on the board to describe the grandmothers. Give each child a sheet of paper. Let them write one of the sentences about his or her grandmother on the paper. They can also put words from the discussion on the paper. Then have the students color the paper. Put each patch together to make a quilt. Put it up in the room.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN / WEDNESDAY, JULY 18, 20112
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading (see Tab. 4)
9:30-10:20 Fry word Activities
1. Introduce Fry Word List to students.
2. Take the students one by one to have them read one level (or part of another level )of the Fry Words to you. Mark those the child does not know. Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3. As one adult works with the children individually, the other adult teaches the children how to play Around the World. ( see Tab 7) Before beginning the game, have the students pronounce the words in the game. Begin with a level with words that most students know.
Word Study (Pages 9-16) of the workbook
10:20-10:45 Break / Active Educational Games (see Tab 9)
10:45-11:30 Writing Lesson - Authors Write About Objects.
Book: A Chair For My Mother
Suggested Vocabulary:
tips
hum
bargain
paper wrappers from bank
pumps
Discuss:
Why does Mama need a chair? If you could buy a special chair, what would it look like?
Talk about Goldilocks and the Three Bearsand how important chairs are in that story.
Writing: If I could buy a chair, it would be...
Why is this such a great story?
Most of the writing will be group writing. Please ask for ideas from the children and write sentences on the board. The children should copy what has been written on the board. Then they can enjoy reading it aloud to their classmates. Let the children illustrate their work.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN / THURSDAY, JULY 19, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry word Activities
1. Continue taking the students one by one to have them read one level (or part of a level) of the Fry Words to you. Mark those the child does not know. Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
2. As one adult works with children individually, the other adult teaches the children how to play Fry Word Erase. (see Tab 7) Before beginning the game, have the students pronounce the words in the game. Begin with a level with words that most students already know.
Word Study Pages (17-24) of the workbook
10:20-10:45 Break
Active Education Games (see Tab 9)
10:45-11:30 Writing Lesson - Writers think deeply to find meaning.
Book: When I Was Young In the the Mountains
Suggested vocabulary:
coal mine
johnny house
swimming hole
mound
congregation
baptism
Discuss;
Why do you think that someone wrote this story?
Writing: Do you have a favorite place?
My favorite place to go is... Tell why it is your favorite place.
Gather as many ideas as you can. The teacher might draw a circle with “My Favorite Place” in the middle. Then spokes can go out with the different favorite places mentioned. Help the children write one or two sentences on their own. Be sure that they tell why it is their favorite place.
These sentences can be written on the board, and the class can take turns reading his or her work. Drawing a picture is always optional depending on the time available.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - TUESDAY, JULY 24, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 ReadingLesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. Work individually with children on words they did not know from the first week. Ask the child to pronounce the word. If he does not know the word, tell him the word, use it in a sentence and discuss the meaning. Then have the child do the Rainbow Word Activity (see Tab 5, 1. a) or do Spell Clap. (see Tab 5, 1. c)
2. As one adult works with children individually, the other adult teaches the children how to play Concentration. Before beginning the game, have the students pronounce the words in the game. Begin with a level with words that most students already know.
Word Study Pages (25-32) of the workbook
10:20-10:45 Break
Active Education Games (see Tab 9)
10:45-11:30 Writing Lesson- Authors write about things they love.
Book: Welcome to the Green House
Suggested vocabulary: There are many new words in this story. Discuss the words and use the pictures to help the children understand the words.
slots
canopy
ropey vines
sloth
capuchin(monkeys)
hummingbird
lunge
chorus
kinkajous(cat family)
herons( large bird that lives near water)
ocelot(large spotted cat)
Discuss:
What is a greenhouse?
Where is the greenhouse in this story?
How do you think that the author feels about this green house?
Activity: Draw a picture of a rain forest. Put at least five things that you learned new from the story in your picture. Label each thing.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - WEDNESDAY, JULY 25, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. Work individually with children on words they did not know from the first week. Ask the child to pronounce the word. If he does not know the word, tell him the word, use it in a sentence and discuss the meaning. Then have the child do the Rainbow Word Activity (see Tab 5 1. a or Spell Clap (see Tab 5 1.c).
2. As one adult works with the children individually, the other adult teaches the children to play Fry Word Bingo (see Tab 5) Bingo Cards (see Tab 6). Before beginning the game, have the students pronounce the words in the game. Begin with a level with words that most students already know.
Word Study: Pages (33-40) of the workbook
10:20-10:45 Break
Active Education Game (see Tab 9)
10:45-11:30 Writing Lesson - Authors Write About Objects.
Book: William’s Doll
Suggested vocabulary:
threaded
nonsense
tunnel
attached
Discuss:
Name three toys that you love.
Which one do you love best?
Do you think that it is okay for a boy to have a baby doll?
Writing: All writing may need to be a group effort and put on the board. Write a sentence about your favorite toy. Share with the group what you wrote. You may want to draw a picture of a toy that you have or one that you would like to have. It is important for the children to be able to read what he or she has written and to feel good about the work.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - THURSDAY, JULY 26, 2012
8:30-8:50 Breakfast / Oral language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. Review words child has missed and then have child read words from the next Fry List, marking the ones the child does not know.
2. As one adult works with the children individually, the other adult teaches how to use the Game Boards and the children play in pairs. (see Tab 5)
Word Study (Pages 41-48) of the workbook
10:20-10:45 Break
Active Education Games (see Tab 9)
10:45-11:30 Writing Lesson- Writers use sensory detail like smell.
Book: Henry and Mudge
Suggested vocabulary:
searched
Discuss:
Take to class some library books on different kinds of dogs for the children to enjoy.
Measure three feet high.
Dogs have 5000 times the sense of smell as people. What did Mudge love to smell?
Writing: This will probably need to be a group effort, but the children should always copy from the board what is written into their notebook.
Do you have a pet? Tell about your pet in a sentence.
I love ____because_________.
Describe your pet or the one you’d like to have.
My pet is a _____________. He or she is__________.
Draw a picture.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - TUESDAY, JULY 31, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. Review words child has missed and then have child read words from the next Fry Word List marking the ones the child does not know.
2. As one adult is working individually with a child, the other teacher will do the Fry Word spelling competition with the other children. (see Tab 5)
Word Study (pages 49-56) of the workbook
10:20-10:45 Break
Active Education Game (see Tab 9)
10:45- 11:30 Writing Lesson - Writers use sensory detail. Focus on
sight.
Book: Rimshots
Suggested vocabulary:
excuses
fake it
competition
challenge
ritual
Discuss:
What is your favorite sport? Tell me why you like it so well.
Are you on a team at school?
Would you like to be on a sports team? Why? or Why not?
Writing activity:
Write some sentences about how you feel when you play your favorite sport. This will be a group effort, and it will need to be put on the board for the children to copy. They should each get to read what they have written.
What do you see when you look at this book?(ball,tennis shoes, players)
Design some sneakers that you would like to wear. Some sneakers that would be very popular with you friends.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - WEDNESDAY, AUGUST 1, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activity
1. Take the students one by one to have them read one level (or part of a level) of the Fry Words to you. Mark the ones the child does not know. Occasionally ask the child to use the word in a sentence or tell you the meaning of the word. Then have the child do the Rainbow Word Activity. (see Tab 5, 1. a, b,c, or d)
2. Let the other group of children choose one of the games that they have already played.
Word Study Pages (57-64) of the workbook
10:20-10:45 Break
Active Education Game (see Tab 9)
10:45-11:30 Writing Lesson - Writers use sensory detail. Focus on
sound.
Book: Night in the Country
Otisis also an excellent book that could go along with this book for enrichment. It has beautiful pictures, and a wonderfully sweet, cute story. It should be in the public library.
Suggested Vocabulary:
daytime things groan clink nuzzles
nighttime things thumps creak pump
swoop squeaks patter
Discuss:
Why do owls hunt at night?
What are the night sounds?
Talk about the illustrator. Did she do a good job? Why? Do you feel she loves the country?
Writing activity: This will probably need to be done together on the board. Then the children can copy what they have written, and they should have practice reading it aloud.
Write about being awake at night and how it feels when everyone else is asleep? Did you feel afraid? Did you snuggle down in your bed under the covers?
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - THURSDAY, AUGUST 2, 2012
8:30-8:50 Breakfast / Oral Language Development
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. Work individually with children on words they do not know. Ask child to pronounce the word. If he does not know the word, tell him the word, use it in a sentence and discuss the meaning. Then have the child do the Rainbow Word Activity. (see Tab 5, 1. a,b,c, or d)
2. Let the other children choose one of the games already played.
Word Study (pages 65-72) of the workbook
10:20-10:45 Break
Active Education Game (see Tab 9)
10:45-11:30 Writing Lesson - Writers use sensory detail. Focus on
sound.
Book: Owl Moon
Vocabulary:
statues echo
crunched threading in and out
crisp meadow
shadow pumped its great wings
pine trees stained
pointy clearing
Discuss:
How would it feel to you to go out late at night in the snow with your dad to hunt owls? Would you like that?
What do you know about owls?(Go on line and look up owls and/or bring in some library books about owls.) Write some facts on the board.
Why do you think that this book won a Caldecott Award?
Writing activity
List some facts about owls.
Together write a short paragraph with the facts that you have learned.
Illustrate you work.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - TUESDAY, AUGUST 7, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. One teacher should review words child has missed and then have child read words from the next Fry Word List, marking the ones the child does not know.
2. As one adult works with the children individually, the other adult does the Game Boards, playing in pairs. (see Tab 5)
Word Study (pages 73-80) of the workbook
10:20-10:45 Break
Active Education Game (see Tab 9)
10:45-11:30 Writing Lesson-Authors like sensory detail. Focus on
sound.
Book: Come on Rain
Vocabulary:
parched
lupines
rumbled
sizzling
glance
trickles
sway
swollen
descends
shimmy
Discuss:
Describe how you feel when you play outside in July in Dallas.
How hot do you get? Use some descriptive words. Some similes. As hot as________
Have you ever played in the rain? What was it like?
When there is thunder and lightening, do you play outside? Why?
Writing Activity:
Write words to describe playing in the rain. Write some similes on what it feels like to be hot or to play in the rain.
Take these words and write two or three sentences together. Have the children copy the sentences and practice reading them aloud.
There are two poems on “Rain” in the poetry section. (see Tab 10) It would be good to put one of these in the notebook and illustrate.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - WEDNESDAY, AUGUST 8, 2012
8:30-8:50 Breakfast / Oral Language Development (see Tab 8)
8:50-9:30 Reading Lesson (see Tab 4)
9:30-10:20 Fry Word Activities
1. One teacher should review words that child has missed. Then have the child read words from the new Fry Word List, marking the ones that the child does not know.
2.Play games. Choose one previously played. (see Tab 5)
Word Study pages (81-89) of the workbook
10:20-10:45 Break
Active Education Game (see Tab 9)
10:45-11:30 Writing Lesson-Writes use sensory detail. Focus on
touch.
Book: My Father’s Hands
Vocabulary:
scoop prickly
edge steady
patch promise in his voice scampering
armor sway
balancing urging
Discuss
Have you ever dug in the dirt?
Have you ever walked barefoot in the mud?
Have you held a worm/bug in your hand?
How do these feel?
How do you feel the love in this book?
Writing Activity
Write adjective and noun combinations for the things discussed.( warm mud, squishy mud, dry dirt, soft dirt, moist dirt, slimy worms, creepy bugs,etc.)
Together write sentences with these. Read the sentences aloud. Fold and staple paper to make a four page booklet. Give the story a title. Write a sentence on each page and illustrate it. This can be taped or stapled in the notebook.
11:30-12:15 Lunch / Bus
DAILY LESSON PLAN - THURSDAY, AUGUST 9, 2012
8:30-8:50 Breakfast / Oral Language Development
8:50-10:30 Suggestions: Play games, decorate notebooks, finish workbook pages, share poems, draw pictures, read a story. You may want to get together with another class and do the Candy Casserole Activity. (see Tab 10)
10:30-11:30 To be announced later.
11:30-12:15 Lunch / Bus / Good-Byes
Groups 21 through 34 Daily Detailed Curriculum:
FOR STUDENTS ATTENDING SCIENCE  - DAILY LESSON PLAN
 TUESDAY, JULY 17, 2012
8:30- 9:30       Science 
9:30-9:40        Break
9:40 – 10:10   Reading Lesson – “Clever Aisha”
                        (see Tab 4)
10:10 – 10:50 Fry Word Activities/Word Study
1.  Introduce Fry Word List to students. Give each student a copy to put
            in his manila folder.
2.  Begin taking the students one by one to have them read one level (or part of a level) of the Fry Words to you.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3.   As one adult works with the children individually, the other adult teaches the children how to play Concentration.  Before beginning the game, have the students pronounce the words in the game.  Begin with a level with words that most students already know. 
                       Word Study:  Pages 4-10 of the workbook
10:50-11:30    Writing Lesson – Stories Are Told or Written About People
Book: Stories From Around the World – “Clever Aisha”
1.  Discuss the following with the students.
            1.  Stories are told or written about people.
            2.  Words, phrases, and sentences are used to tell you about the people.
                        -what they look like
                        -what they like to do
                        -how they interact with other people
 2.  Ask the students to open their books to page 72, “Clever Aisha”.  Write three names on the board:  Hassan                            Aisha                           Sultan
3.  Ask students what words they would use to describe each character.  Discuss.  Write the suggested words on the board under the character’s name.
 4.  Go through the story with the students, pointing out the following words.  Discuss the meaning of each.  Write the words on the board under the correct character.
            P. 72    coppersmith, heartbroken, happy
            p. 73    pretty, wise, laughing, despair
            p. 74    honest, enchanted, pretty, clever, terrified, scared, cruel, bad-tempered,  
                        kind, calm
5.  Ask students to think of a family member (or a friend) and list words in their
     Writer’s Notebooks that describe the person.  Then have them use five of the
      words to write sentences or a paragraph about the person.
 6.  Have the students share aloud what they have written to the whole group or a partner.
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc. 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
WEDNESDAY, JULY 18, 2012 
8:30- 9:30       Science
9:30-9:40        Break
 
9:40-10:10       Reading Lesson – “Nail Soup”
                       (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Take the students one by one to have them read one level (or part of a level) of the Fry Words to you.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
2.   As one adult works with the children individually, the other adult teaches the children how to play “Around the World” (see Tab 5).  Use a level of words that most students know.
 
                       Word Study:  Pages 11-18 of the workbook
 
 
10:50-11:30    Storytellers and Authors Use Colorful Words to Describe Action
BookStories From Around the World “Nail Soup”
 
1.  Tell the students that storytellers use colorful words to replace ordinary words.  Write the word “look” on the board.  Then under it write peered, squinted.  Discuss how these words make us think more clearly about how a person looked at something.  Do the same with “said” (shouted, whispered, roared,)
 
2.  Have the students open their books to page 82.  Go through the story with them looking for colorful verbs.  Write the words on the board as they are found and discussed.
            p. 82    trudged, shivered, peered,
            p. 83    croaked, tossed, cackled, fetched, dropped
            p. 84    shook, hurried
            p. 85    dipped
            p. 86    scooped, murmured, patted
 
3.  Have the students write the colorful verbs in their Writer’s Notebook.  Then ask them to write a short story, 4-5 sentences, about their morning so far, using colorful verbs.
 
4.  Ask students to share their stories with each other.
 
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
 THURSDAY, JULY 19, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break
 
9:40-10:10      Reading Lesson – “How Birds Got Bright Feathers”
                        (see Tab 4)
 
10:10- 10:50   Fry Word Activities/Word Study
1.  Continue taking the students one by one to have them read one level (or part of a level) of the Fry Words to you.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
2.   As one adult works with the children individually, the other adult teaches the children how to play “Fry Word Erase” (see Tab 5).   Begin with a level of words that most students already know.
 
                       Word Study:  Pages 19-26 of the workbook
 
 
10:50 – 11:30  Storytellers and Authors Use Sensory Detail to Draw in the Reader:  Sound
Book: Stories From Around the World  - “How Birds Got Bright Feathers”
 
1.  Discuss the 5 senses:  hearing, seeing, touching, smelling, tasting.  Explain that storytellers and authors use words and phrases that describe one of the senses to help us picture how something might sound.  Tell them that today we are going to focus on HEARING or SOUND words. 
 
2.  Have the students open their books to page 28 and go through the story with them looking for sound words.  Write the words on the board as they are suggested.
            p. 28    snap, snap, snap
            p 29     crunch, crunch, crunch
            p 30     hissed, whistling, screeching, singing chirping
 
3.  Ask the students if they can think of any other “sound” words and write them on the board.  Here are some suggestions you can make:  clink, creak, groan, thump, tweet, meow, quack, gobble, buzz, thud, click, pop, tick-tock, bang, moo, boom, gasp, growl, plop, purr, rustle, sizzle, splash, snap, zip, KA-boom.
 
4.  Have the students copy the “sound” words in their Writer’s Notebooks.  Then have the students pretend they are sitting in their houses.  What do they hear?  Do they hear sounds from the kitchen where their mothers are cooking?  Do they hear sounds outside the window?  Do they hear sounds from the living room?  Have them write words to describe the sounds.  Then use 5 of the words in sentences.
 
5.  Share the “Sound” words and sentences with the class.
 
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
TUESDAY, JULY 24, 2012
 
8:30- 9:30       Science           
 
9:30- 9:40       Break 
 
9:40-10:10      Reading Lesson – “The Snake Charmer”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Work individually with children on words they did not know from the first week.  Ask the child to pronounce the word.  If he does not know the word, tell him the word, use it in a sentence and discuss the meaning of the word.  Then have the child do the Rainbow Word Activity (see Tab 5, Activity 1a) or Spell Clap (see Tab 5, Activity 1c)
2.   As one adult works with the children individually, the other adult reviews how to play “Concentration” (see Tab 5).   Begin with a level of words that most students already know.
 
                       Word Study:  Pages 27-34 of the workbook
 
10:50-11:30    Storytellers Use Descriptive Words Instead of “Said”
Book: Stories From Around the World – “The Snake Charmer”
 
1.  Tell the children that one of the most overused words in English is “said”.  Tell them that storytellers and authors try to use other words for said when they put conversation in their stories.
 
2.  Have the students open the books to page 54.  Look for words that are used instead of “said”.  Write them on the board.
            p. 54    growled, cried, asked, replied
ask the students what word they might use for “said” in the 2 paragraph and the 3 paragraphs
            p. 55    shouted, called, laughed.
 
3.  Brainstorm with the students other words that could be used for “said” and write them on the board.  Suggestions:  admitted, agreed, announced, demanded, exclaimed, giggled, lied, mumbled, ordered, pleaded, begged, screamed, shrieked, sobbed, urged, warned, whispered.  Discuss the meanings of the words.
 
4.  Have the students copy Words to Use Instead of SAID in their Writer’s Notebook. 
 
5.  Have the students pick 5-10 words for said and write them in sentences in their notebooks.
 
6.  Look at each student’s work and pick one sentence for each one to write on a piece of chart paper to put on the bulletin board.
 
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN 
WEDNESDAY, JULY 25, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break
 
9:40-10:10      Reading Lesson – “Brave Hendrick”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Work individually with children on words they did not know from the first week.  Ask the child to pronounce the word.  If he does not know the word, tell him the word, use it in a sentence, and discuss the meaning of the word.  Then have the child do the “Rainbow Word Activity” (see Tab 5, Activity 1a) or
“Spell Clap” (see Tab 5, Activity 1c)
2.   As one adult works with the children individually, the other adult teaches the children how to play “Fry Word Bingo” (see Tab 6 for Bingo cards).   Begin with a level of words that most students already know.
 
                       Word Study:  Pages 35 -42 of the workbook
 
 
10:50-11:30    Writing Lesson – Stories Use Colorful Words to Describe Objects
Book: Stories From Around the World  - “Brave Hendrick”
 
1.  Tell students that storytellers or authors use words in their stories that paint a picture
      in the reader’s mind.  Tell them to close their eyes and picture a horse standing in a
      field.    Then tell them to picture a huge, black, shiny horse standing in a field of red,
      yellow, and pink wild flowers.  How are the pictures different from each other. 
      Discuss which paints the most vivid picture in your mind.
 
2.  Have students open their books to page 67 and go though the story, “Brave Hendrick”
     with them looking for words in the story that are descriptive or paint a picture in the
     mind.  Write the words on the board.       
            p. 67    low-lying farmland,  creeping tide, very quiet, lapping water
            p. 68  trickle of water, gushing water
            p. 69    roaring water, thundering sea
            p. 70    warm, snug house, howling wind, dashing waves, bobbling light, trembling with cold
 
3.  Have students think of things in their rooms at home.  Write 5-10 words that describe
     them.  Example:  soft bed
 
4.  Have the students share aloud what they have written to the whole group or a partner.
 
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
 THURSDAY, JULY 26, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break
 
9:40-10:10      Reading Lesson – “The Singing Toad”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Take the students one by one to have them read the words they missed the first week, marking the ones they still do not know.  Then have the child read the next words on his copy of the Fry words.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3.   As one adult works with the children individually, the other adult teaches the children how to play a game using the game boards (see Tab 5). Play in pairs or threes. Begin with a level of words that most students already know.
 
                       Word Study:  Pages 43-50 of the workbook               
 
10:50-11:30    Writing Lesson – Stories Use Words to Describe How Something Happens
Book: Stories From Around the World“The Singing Toad”
 
1.  Tell students that storytellers or authors use words in the stories that tell how
     something happens.  These words are called adverbs.  Ask them to picture someone
     walking to the door.  Now ask them to picture someone slowly and sadly walking to
     the door.  Talk about the difference  that “slowly and sadly” makes.
 
2.  Tell the students that they are going to act out various adverbs.  Write “walked slowly” on the board, underlining slowly, and call on one of the students to act out that adverb.
Continue with the following: 
           Hopped quickly                     eagerly raised her hand          quietly spoke  
            Walked crookedly                  sadly shook his head               smiled happily
           Carefully put a book down    loosely held the paper            daintily tip toed
 
3.  Go through the story, “The Singing Toad”, page 45, with the students looking for adverbs.  Write them on the board as they are found.
            P.45     shouted angrily
            P 49     very loudly and very clearly, singing loudly, croaked quietly
            p.50     lived very happily
 
4.  Have students copy the adverbs on the board in their Writer’s Notebooks.  Then have then choose 5 adverbs to write in sentences in their notebooks.
 
5.  Have the students read the sentences aloud to the class.
 
FOR YOUR INFORMATION:  Here is a list of other adverbs you might wish to choose.
Calmly, carefully, correctly, eagerly, easily, fast, loudly, patiently, quickly, accidently, angrily, anxiously, awkwardly, energetically, bashfully, beautifully, blindly, boldly, bravely, briefly, cleverly, delightfully, excitedly, furiously, lively, lightly, lazily, gleefully, gracefully, hastily, helpfully, hungrily, joyfully.
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
 TUESDAY, JULY 31, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break
 
9:40-10:10      Reading Lesson – “The Magic Doll”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Continue taking the students one by one to have them read the words they missed the first week, marking the ones they still do not know.  Then have the child read the next words on his copy of the Fry words.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3.   As one adult works with the children individually, the other adult teaches the children how to play “Fry Word Spelling Competition (see Tab 5).   Begin with a level of words that most students already know.
 
                       Word Study:  Pages 51-58 of the workbook
 
 
10:50-11:30    Storytellers and Authors Sometimes Tell Stories in Past Tense
Book: Stories from Around the World – “The Magic Doll”
 
1.  Discuss the meaning of present tense and past tense with the students.  Give examples of each:  walk – walked,  sing – sang, jump – jumped,  ring- rang.  Discuss that sometimes you just add “ed” and sometimes the word changes its spelling.
 
2.  Have the students open their books to page 112.  Look through the first two pages for past tense verbs.  Write the present and past tense of each on the board.
p. 112  lived, was, played, grew, guessed, made, kissed, walked, decided, disguised, appeared
p. 113  dropped, stopped, picked, run, felt,
 
3.  Have the students pick 5-10 past tense words to use in sentences.
 
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
WEDNESDAY, AUGUST 1, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break
 
9:40-10:10      Reading Lesson – “Thor’s Hammer”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Work individually with children on words they did not know from your last check.  Ask the child to pronounce the word,  If he does not know the word, tell him the word, use it in a sentence and discuss the meaning of the word.  Then have the child do the “Rainbow Word Activity” (see Tab 5, Activity 1a) or
“Spell Clap” (see Tab 5 Activity 1c)
2.   As one adult works with the children individually, the other adult plays a game that the children choose from those already played.  Begin with a level of words that most students already know.
 
                       Word Study:  Pages 59-66 of the workbook
 
10:50-11:30    Stories are Told or Written About People
Book: Stories From Around the World – “Thor’s Hammer”
 
1.  Remind  the students that stories are written about people and that the people are vividly described in the stories.
 
2.  Have the students open their books to page 56, “Thor’s Hammer”.
 
3.  Look at the first page of  the story with the students looking for words and phrases that describe Thor.  Write them on the board as they are found.
            p. 56    god of thunder,     great giant of a man,     wild, red hair    loved fighting
                        loved feasting,     always ready for any adventure    god of law and order
usually in a good mood,    could get angry very quickly     was sometimes made fun of
4.  Have the students write words and phrases that describe themselves.   Remind them of words they could use ( from “Clever Aisha”, color words, words for things they like to do, describing words). 
 
5.  Have the students draw a picture of themselves and write the words and phrases around the picture.  Use plain copy paper for the picture.
 
6.  Display the pictures on the bulletin board.
 
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
 THURSDAY, AUGUST 2, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break 
 
9:40-10:10      Reading Lesson – “Buried Treasure”
                        (see Tab 4)
 
10-10-10-50   Fry Word Activities/Word Study
1.  Work individually with children on words they did not know from your last check.  Ask the child to pronounce the word.  If he does not know the word, tell him the word, use it in a sentence and discuss the meaning of the word.  Then have the child do the “Rainbow Word” Activity (See Tab 5, Activity 1a) or “Spell Clap” (See Tab 5, Activity 1c).
2.   As one adult works with the children individually, the other adult plays a game that the children choose.  Begin with a level of words that most students already know.
 
                       Word Study:  Pages 67-74 of the workbook
 
10:50-11:30    Storytellers and Authors Use Colorful Words
Book: Stories From Around the World  - “Buried Treasure”
 
1.  Talk about what you would do if you had 50 gold pieces ( working for them, winning the lottery, finding treasure, inheriting ).  Write a story about your 50 pieces of gold.  Use some of the colorful words we have been studying.  Refer them to the pages in their Writer’s Notebook where they have examples of colorful words.
 
2.  Suggest that the students illustrate their stories.
 
3.  Share the stories with each other.
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
 TUESDAY, AUGUST 7, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break 
 
9:40-10:10      Reading Lesson – “Strong Magic: A Story From Australia”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Take the students one by one to have them read the words they have missed, marking the ones they still do not know.  Then have the child read the next words on his copy of the Fry words.  Mark those the child does not know.  Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3.   As one adult works with the children individually, the other adult reviews how to play the board games.  Let the students play in pairs or threes.  Begin with a level of words that most students already know.
 
                       Word Study:  Pages 75-81 of the workbook
 
 
10:50-11:30    Storytellers and Authors Use Stories to Explain Why Something is Unusual or Something Peculiar Happens
Book: Stories From Around the World – “Strong Magic:  A Story From Australia”
 
1.  Talk about folktales that explain why something is unusual, or why something strange happens, or why something is the way it is.  Have them recall the story, “How Birds Got Bright Colors”.
 
2.  Ask the students to use their imaginations.  Brainstorm ideas for stories.
Examples:  Why Snakes Have No Feet, Why a Turtle Has a Shell, Why the Rainbow is Colorful, Why a Bear Has No Tail, Why An Elephant Has a Long Trunk.
 
3.  Choose a title and write a class story together.  First, jot down ideas the students have (they don’t need to be sentences at this point)  Then supply a first sentence for them.  Call on students to suggest the next sentence and so on, using the ideas on the board.  Encourage them to use all the colorful words they have been studying.
 
4.  After the story has been finished, let the students copy it in their Writer’s Notebook and illustrate it if they wish.
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
WEDNESDAY, AUGUST 8, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break
 
9:40-10:10      Reading Lesson – “A Bag Full of Stories”
                        (see Tab 4)
 
10:10-10:50    Fry Word Activities/Word Study
1.  Continue taking the students one by one to have them read words they have missed, marking the ones they still do not know.  Then have the child read the next words on his copy of the Fry words.  Mark those the child does not know. Occasionally ask the child to use the word in a sentence or tell you the meaning of the word.
3.   As one adult works with the children individually, the other adult plays a game the children choose.  Begin with a level of words that most students already know.
 
                       Word Study:  Pages 82-87 of the workbook
 
10:50-11:30    Stories Are Told From One Generation to Another
Book: Stories From Around the World – “A Bag Full of Stories”
 
1.  Discuss with the students that stories are told from one generation to another, just like in the story they just read.  Ask if their parents, grandparents, relatives, other adults have told any stories to them.  Tell a story that was passed down to you or one you passed on to your children or grandchildren.  If any children want to share, let them do so.
 
2.  Have students write a story they have been told by a relative.  Encourage them to use their colorful language.  If they can’t think of one, they can make up a story that they could tell to their children.  Optional:  illustrate the story.
 
3.  Share the stories with each other.
 
11:30-12:15    Lunch
Before leaving for lunch, have the students put their things away, straighten the room, empty the trash, etc.
 
 
FOR STUDENTS ATTENDING SCIENCE - DAILY LESSON PLAN
THURSDAY, AUGUST 9, 2012
 
8:30- 9:30       Science
 
9:30-9:40        Break 
 
9:40-10:00      Read Stories
                        1.  Put two classes together.
 
2.  Have the students read a story they have written  aloud and show the pictures (if any) to the class. 
 
10:00-11:30    Awards/ End-of-Academy Celebration
 
11:30 -12:15  Lunch
 
 
Note to teacher: If there is extra time after sharing the stories, you can have students work in their workbooks, doing pages 88-93.