Free Summer Reading Program: Summer Reading Boot Camp
Learning the 2000 most written English words is important because students that master the vocabulary will comprehend 90-95% of daily speech and 80-85% of school texts.
JABBERWOCKY
Lewis Carroll
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
He took his vorpal sword in hand:
Long time the manxome foe he sought --
So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
Summer Reading Boot Camp: "Sample Daily Schedule"
Learn To Read English In 20 Days!
Students make explosive reading growth!
Jumping 40% points in Reading in 20 Days!
27% on Day ONE, 73% on Day Twenty!
Summer Reading Boot Camp Philosophy: Awaken or reawaken the desire for learning, let the light of wisdom and reason shine in. Solemnity and literacy are distant visions for some teachers on day one, yet the seed is planted rigorously, feed constantly, and blossoms over the 20 plus days.
KEEP STUDENTS BUSY WITH FAST PACED LITERACY ACTIVITIES ALL DAY!
The Schedule is not set in stone!
8:35 Morning Summer Reading Program Kick Off “Can I get an Hazzah ”: I share the epic stories of courage, virtue, honor, perseverance, responsibility, duty, fortitude, chivalry, civility, empathy, sacrifice, and most importantly, an exemplary work ethic.
GIVE A BIG HAZZAH FOR ALL STUDENTS MEETING GOALS!
MONDAY IS A BIG DAY FOR GOALS!
KEEP THE GOALS CHALLENGING, SHORT, AND FUN EXCEPT MONDAYS!
8:45 Morning goals and preview: We set daily, weekly, and monthly goals, with active charting of all data for a strong visual cue of each student's progress. Class and student goals are always set at or above grade level, even for students who are four years below grade level. All class goals are posted in the class and updated regularly as students meet and surpass goals. Daily goals include tasks completed for homework and class work. For intermediate students, we list at least seven daily goals: 1) I will read, analyze, and diagram four poems, and select one to memorize for daily recitation; 2) I will read two short stories and complete vocabulary comprehension exercises; 3) I will read two chapters from a grade-level text and write a story map for each; 4) I will write fifteen, kid-friendly sentences with at least six to eight words each using the review vocabulary; 5) I will write one poem in student-selected cursive in my Book of Memories ( a collection of students best work and cherished knowledge); 6) I will learn twenty five new words, ideas, facts, jokes, stanzas, phrases, limericks, rhymes, riddles, antonyms, synonyms, quotes, parables, folktales, myths, fables, and or fairy tales; and 7) I will learn and have fun! “Try to learn 25 new things everyday at school or at home!” Goals: Students who meet their daily, weekly, and monthly goals can earn time for art lessons, hot cocoa with the teacher, Chinese noodles for lunch, homework passes, and the kids favorite a ten-minute dance party. Students who do nothing to meet their goals are dressed down and read the riot act using kid logic and parables to re-teach the work ethic and responsibility. I eat lunch with my students most days, so they can share what’s going on in their lives. I invite students who seem to be lost and have no desire to participate in school to join me for lunch. I let them know I am going to do everything in my power to teach them how to read and to keep them on task. I am a tough, no-nonsense teacher, and letting the kids talk and laugh with me at lunch lets them see me as someone other than the reading drill sergeant. It helps kids relate and feel more comfortable in the classroom.
Grade Level Fluency Goals
1st Grade 80 Words Correct Per Minute
2nd 140 WCPM
3rd 160
4th 180
5th 195
6th 205
7th 210
8th 215
8:50 VOCABULARY SPARKLE
Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. They say the definition or kid friendly sentence if given the vocabulary word or they must give the word when a definition is given. The child that cannot give an answer says SPARKLE and must sit down. Continue the game until you are down to one child! The last child that has answered all the vocabulary gets a small bag of popcorn. Every child that answers a hard vocabulary question correctly gets a pretzel, stamp, or a sticker. They love this and it is great review for challenging academic vocabulary! Start with a mix of easy and hard words to get the kids excited and ready to study the challenging academic words.
Learning the 2000 most written English words is important because students that master the vocabulary will comprehend 90-95% of daily speech and 80-85% of school texts.
The Spelling Words are an excerpt from my Eclectic Speller. The list is an edited version of the (Project Gutenberg)
most common written
English words from a 2005 analysis.
The 20 Day Intervention Is Fast, Rigorous, Enriching, and Fun.
Reading Boot Camp Quick Look
Learning Goals for Fluency, Reading Comprehension and Academic Vocabulary Knowledge!
20 full days are need to meet all literacy goals!
Phase One: Phonics, Phonemic Awareness and Fluency
Grade Level Fluency Goals
1st Grade 80 Words Correct Per Minute
2nd 140, 3rd 160, 4th 180, 5th 195, 6th 205, 7th 210, 8th 215 wcpm
Phase Two: Reading Vocabulary and Academic Vocabulary
Students Will!
1st grade Review, Preview, and Learn 400 words!
Academic Words Review, Preview, and Learn!
35 reading, 25 math, 25 language arts, and 25 science words
2nd grade Review, Preview, and Learn 800 words!
Academic Words Review, Preview, and Learn!
35 reading, 25 math, 25 language arts, and 25 science words
3rd grade Review, Preview, and Learn 800 words!
Academic Words Review, Preview, and Learn!
35 reading, 25 math, 25 language arts, and 25 science words
4th grade Review, Preview, and Learn 800 words!
Academic Words Review, Preview, and Learn!
35 reading, 25 math, 25 language arts, and 25 science words
5th grade Review, Preview, and Learn 800 words!
Academic Words Review, Preview, and Learn!
35 reading, 25 math, 25 language arts, and 25 science words
5th grade Review, Preview, and Learn 800 words!
Academic Words Review, Preview, and Learn!
35 reading, 25 math, 25 language arts, and 25 science words
Phase Three: Reading Comprehension
Sample Academic Reading Words 4th Grade Reading
alliteration, assumption, characteristics, chronological, conflict, debate, exaggeration, exposition, falling action, flashback, headline, instruction, irony, literary device, literary element, memo memorandum, narrator, parable, persuasive, primary source, pun, quote, reference, research paper, scene, secondary source, speech, tale, thesis paper, word play
Activities List
Phonemic Awareness and Fluency Activities : 8 times per day Music and Lyrics, 4-8 times per day Fluency Drills, 2-4 times per day Vocabulary Word List Drills, and 2 times per day Poetry and Rhymes. Look for students that avoid singing songs will make little gains without more intervention!All Activities are peer to peer!
Reading Vocabulary and Academic Vocabulary Activities: 4 times per day Vocabulary Sparkle, 4 time per day Vocabulary Board Games, 4-8 times per day vocabulary activities (COP CARS), 2-4 times per day Vocabulary Word List Drills, Vocabulary Pig Game, and student developed vocabulary activities! All Activities are peer to peer!
Reading Comprehension Activities: 2 times per day Reading and Rereading Chapter Books, 2 times per day Story Maps and Journaling, Comprehension Sparkle, 2 times per week Endurance Reading, 2 times per day only starting on the 4th week Multiple Choice Reading Comprehension Test. All Activities are peer to peer! The Students and teacher all read the same books!
YES! STUDENTS SPEND 20 FULL DAYS BUILDING LITERACY!
8:54 Vocabulary Practice With Buddy: Vocabulary Building Activities
Graded word list used daily to build phonemic awareness, word attack skills, articulation, power, and fluency. Students read the words are read up to ten times per day, as needed, at the start of Reading Boot Camp to reinforce fluency and word attack skills. The drills are quick, one-time read-through that take about a minute to read the twenty to forty words. ALL VOCABULARY (WORD WALLS) I USE DURING READING BOOT CAMP ARE CONTAINED IN A SPELLER! THE SPELLER CONTAINS ALL GRADED VOCABULARY, ACADEMIC WORDS, FLUENCY DRILLS, POETRY, SHORT STORIES, And ACADEMIC GLOSSARIES. Ask students to keep an efficient pace and use timers to guide the class. Students with attention problems do well with this task. After reading the vocabulary list for fluency have students share kid friendly sentences, antonyms, synonyms and definitions. Students that are learning English are asked to repeat the sentences or definition they just heard. Activities can be done with a partner or in small groups.
Day 1-4 READING VOCABULARY Review
WEEK 1-4 READING VOCABULARY
rise sake degree spot winter breath built touch minute courage looks board official rate middle sky promise physical complete distribute instance provided pale higher loss offer move train shot stop class lead father's running spoken moral glass I'd directly example worse sufficient obliged warm spite start vs. car social safe wouldn't ones serious doctor shown non forms lower request attack servant lot trade path drink proved silver special pride meaning smiled wonderful health rule share twelve ears movement expect enter north engaged legal advantage darkness spread marked taste foreign vast officer importance seat
rise sake degree spot winter breath built touch minute courage looks board official rate middle sky promise physical complete distribute instance provided pale higher loss offer move train shot stop class lead father's running spoken moral glass I'd directly example worse sufficient obliged warm spite start vs. car social safe wouldn't ones serious doctor shown non forms lower request attack servant lot trade path drink proved silver special pride meaning smiled wonderful health rule share twelve ears movement expect enter north engaged legal advantage darkness spread marked taste foreign vast officer importance seat
9:10 Fluency drill: Students use a collection of teacher-made fluency drills to quickly read a passage and assess a reading fluency rate. Students are trained to complete the Running Record and monitor, record and prepare a simple miscue analysis for their peers. Students then switch roles and repeat the Running Record process. The students calculate, or get help calculating, their own words-per-minute fluency rate. Extensions: The student then read and reread the fluency drill to practice inflection, articulation, and expression with peer and teacher modeling. The first time a passage is introduced, I read the passage with power and inflection as it would be performed as a recitation for an audience. We discuss vocabulary and background knowledge to insure full understanding of the literature.
4TH GRADE FLUENCY DRILLHANSEL AND GRETHEL Near the borders of a large forest dwelt in olden times a poor wood-cutter, who had two children--a boy named Hansel, and his sister, Grethel. They had very little to live upon, and once when there was a dreadful season of scarcity in the land, the poor wood-cutter could not earn sufficient to supply their daily food. WCPM 58 One evening, after the children were gone to bed, the parents sat talking together over their sorrow, and the poor husband sighed, and said to his wife, who was not the mother of his children, but their stepmother, "What will become of us, for I cannot earn enough to support myself and you, much less the children? what shall we do with them, for they must not starve?" WCPM 127 "I know what to do, husband," she replied; "early to-morrow morning we will take the children for a walk across the forest and leave them in the thickest part; they will never find the way home again, you may depend, and then we shall only have to work for ourselves." WCPM 179 "No, wife," said the man, "that I will never do. How could I have the heart to leave my children all alone in the wood, where the wild beasts would come quickly and devour them?"WCPM 215 "Oh, you fool," replied the stepmother, "if you refuse to do this, you know we must all four perish with hunger; you may as well go and cut the wood for our coffins." And after this she let him have no peace till he became quite worn out, and could not sleep for hours, but lay thinking in sorrow about his children. WCPM 280 The two children, who also were too hungry to sleep, heard all that their stepmother had said to their father. Poor little Grethel wept bitter tears as she listened, and said to her brother, "What is going to happen to us, Hansel?" WCPM 324
9:15 Poetry and Prose: Students can read a quick poems with a reading buddy or come together for formal poetry readings and student recitation. Formal poetry readings start with soft jazz music and students sitting with their poetry books in hand, reading along as a student reads or I perform a selected poem. Students who have mastered a poem are invited to recite for the class. We critique the poem for articulation, emotions, and our thoughts and impressions. Extensions: Jazz and poetry can run longer than the five to ten minutes that I give it during Reading Boot Camp. Reading collections of poems from the same author and doing a more thorough analysis is time well spent and makes life-long readers of poetry. There are many "aah . . ." and "Wow!" teachable moments in poetry. Digging deeper into poetry helps teach the hardest concepts in reading, such as inference, author's view point, simile, metaphor, hyperbole, and allusion.
JABBERWOCKY
Lewis Carroll
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
He took his vorpal sword in hand:
Long time the manxome foe he sought --
So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
9:25 Guided Reading: Students participate in an Oprah-style book club during Reading Boot Camp and throughout the year. All students (and the teacher) read the same award-winning chapter book. I usually start with a book that is one grade above the level I teach to insure a very steep learning curve. Harry Potter books are favorites. Whenever a student or I read to the class, the students always have the text in front of them. The students read along silently with the reader, their fingers following word-forword. To begin, I read the first few pages (no more than half of the chapter). I stop frequently to do a 'think aloud' to show my thoughts and opinions. Any passage that has a teachable moment is seized to help students understand complex concepts. Background knowledge and challenging vocabulary are explained and simplified with synonyms and examples. Students have a short breakout reading session with their peers and reread what I read to them. Students are grouped in many ways, from picking groups randomly using popsicle sticks, to forming groups using student data. Students take turns reading two pages and then actively monitoring for understanding and decoding. The student who monitors the reader must ask three questions that show a deep understanding of what was just read. The impressions of characters feelings, motivations, author's viewpoint, and vocabulary are discussed and analyzed for meaning. Students who cannot decode a word or don’t know its meaning get assistance from their peers, or, if needed, from the teacher.
9:50 Music and Lyrics: Students learn to sing 10-20 songs during RBC. We usually start with the Beatles or classics from the great singer songwriters.
9:55 Quick Fluency drill: Students retake the previous fluency drill to improve their wpm scores.
4TH GRADE FLUENCY DRILLPUSS IN BOOTS There was a miller who had three sons, and when he died he divided what he possessed among them in the following manner: He gave his mill to the eldest, his ass to the second, and his cat to the youngest. Each of the brothers accordingly took what belonged to him, without the help of an attorney, who would soon have brought their little fortune to nothing, in law expenses. The poor young fellow who had nothing but the cat, complained that he was hardly used: "My brothers," said he, "by joining their stocks together, may do well in the world, but for me, when I have eaten my cat, and made a fur cap of his skin, I may soon die of hunger!" WCPM 124 The cat, who all this time sat listening just inside the door of a cupboard, now ventured to come out and addressed him as follows: "Do not thus afflict yourself, my good master. You have only to give me a bag, and get a pair of boots made for me, so that I may scamper through the dirt and the brambles, and you shall see that you are not so ill provided for as you imagine." Though the cat's master did not much depend upon these promises, yet, as he had often observed the cunning tricks puss used to catch the rats and mice, such as hanging upon his hind legs, and hiding in the meal to make believe that he was dead, he did not entirely despair of his being of some use to him in his unhappy condition. WCPM 266 When the cat had obtained what he asked for, he gayly began to equip himself: he drew on his boots; and putting the bag about his neck, he took hold of the strings with his fore paws, and bidding his master take courage, immediately sallied forth. The first attempt Puss made was to go into a warren in which there were a great number of rabbits. He put some bran and some parsley into his bag; and then stretching himself out at full length as if he was dead, he waited for some young rabbits, who as yet knew nothing of the cunning tricks of the world, to come and get into the bag, the better to feast upon the dainties he had put into it. WCPM 394 Scarcely had he lain down before he succeeded as well as could be wished. A giddy young rabbit crept into the bag, and the cat immediately drew the strings, and killed him without mercy. Puss, proud of his prey, hastened directly to the palace, where he asked to speak to the king. On being shown into the apartment of his majesty, he made a low bow, and said, "I have brought you, sire, this rabbit from the warren of my lord the marquis of Carabas, who commanded me to present it to your majesty with the assurance of his respect." (This was the title the cat thought proper to bestow upon his master.) "Tell my lord marquis of Carabas," replied the king, "that I accept of his present with pleasure, and that I am greatly obliged to him." Soon after, the cat laid himself down in the same manner in a field of corn, and had as much good fortune as before; for two fine partridges got into his bag, which he immediately killed and carried to the palace: the king received them as he had done
the rabbit, and ordered his servants to give the messenger something todrink. In this manner he continued to carry presents of game to the king from my lord marquis of Carabas, once at least in every week. WCPM 621
10:00 Music and Movement: After sustained, focused reading and concentration, students take a music and movement break in the form of a high-energy tune and kung fu exercises. The kids do deep knee bends, push ups, and other stretching exercises -- think Tie Chi and New Wave Rave music. Extensions: I will turn the music and movement break into a longer lesson by having the students listen to a song with great poetic lyrics. The goal for the students is to listen and write down all the lyrics. The students' focus quickly turns to mania to get all the lyrics written down. Active listening is very easy to teach with this method, especially if you use a song from Kidz Bop or Hannah Montana.
10:05 Story Maps and Journaling: Students write a story map or journal entry to strengthen reading concepts. Students work together with their reading partners or with the teacher together for the second part of the guided reading instruction. We review important concepts to look for and discuss the main idea of the chapter. I model a proper story map on the chalk board and show students my thought processes on selecting important detail. Students break out into groups and revisit the chapter they just readearlier with their peers. They review the chapter again, stopping to write challenging and interesting vocabulary. Then they sequence important details as they happen in the chapter. Students can use the author’s words and phrases or put them into their own words, depending on their ability. Students take turns reading and helping with selecting important content and discussing what is actually important. Students usually have fifteen to twenty vocabulary words and ten to twenty sentences in sequential order.
10:45 Vocabulary Practice With Buddy
DAY 1-4 READING VOCABULARY
rise sake degree spot winter breath built touch minute courage looks board official rate middle sky promise physical complete distribute instance provided pale higher loss offer move train shot stop class lead father's running spoken moral glass I'd directly example worse sufficient obliged warm spite start vs. car social safe wouldn't ones serious doctor shown non forms lower request attack servant lot trade path drink proved silver special pride meaning smiled wonderful health rule share twelve ears movement expect enter north engaged legal advantage darkness spread marked taste foreign vast officer importance seat
rise sake degree spot winter breath built touch minute courage looks board official rate middle sky promise physical complete distribute instance provided pale higher loss offer move train shot stop class lead father's running spoken moral glass I'd directly example worse sufficient obliged warm spite start vs. car social safe wouldn't ones serious doctor shown non forms lower request attack servant lot trade path drink proved silver special pride meaning smiled wonderful health rule share twelve ears movement expect enter north engaged legal advantage darkness spread marked taste foreign vast officer importance seat
10:55 Quick Fluency drills: Five minutes: Students reread the fluency drill read earlier to build automaticity of the content.
11:00 Music and Lyrics:
11:05 Vocabulary Instruction: Three tiers of vocabulary are used during vocabulary instruction. Grade level
reading/spelling, above level challenge, and below for review. Six words from each level are selected and explicitly taught. We read, write, define, categorize, and use in a sentence even making odd sentences to help students remember. Vocabulary is also, alphabetized, syllabified, categorized (noun, verb, adjective etc.) and root, suffix, prefix is examined. Students then write one kid-friendly sentence per word, with at least six to eight words, to show understanding. I give students examples of strong sentences and weak sentences to model competent writing. Students can use my sentences to help with the process at the beginning. Most sentences are given orally to help students with active listening skills. Extensions: Students who are reading at grade level are instructed to choose harder words and analyze and write more complex sentences.
11:25 VOCABULARY SPARKLE
Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. They say the definition or kid friendly sentence if given the vocabulary word or they must give the word when a definition is given. The child that cannot give an answer says SPARKLE and must sit down. Continue the game until you are down to one child! The last child that has answered all the vocabulary gets a small bag of popcorn. Every child that answers a hard vocabulary question correctly gets a pretzel, stamp, or a sticker. They love this and it is great review for challenging academic vocabulary! Start with a mix of easy and hard words to get the kids excited and ready to study the challenging academic words.
11:30 SMARTBoard Read Aloud: Alice in Wonderland, Chapter One: Students gather around the SMARTBoard to read and listen to Alice in Wonderland. I load the PDF ebook to display on the SMARTBoard, select the Librivox audio book, and start the presentation. I ask for a volunteer to use the pointer to help students follow the text as its being read by the Librivox narrator. The students relax and listen to Alice and I have time to work with a student or put my feet up and take a breather. I am lucky to have a SMARTBoard to help with reading instruction and lesson planning. Before the SMARTBoard, I was stuck using my Aver key and my TV.
11:30 Short Stories: Many teachers do not have a SMARTBoard, so this type of read aloud is not possible in
that format. Teachers can use their computer and/or an Aver key to do a modified read aloud. Teachers, who do not have access to technology, can use a student-led reading group to read a short story. Students select a short story from their anthologies and round-robin read with their groups. The teacher can join a group, or work one-on-one with a student who is struggling. Groups should be formed using student data to insure each group has one strong reader. They read the story, and if they have time, read a second story, taking turns
reading and discussing important details and interesting concepts.
12:00 Morning Wrap: Quick discussions of morning goals, learning, and methods are critiqued to improve the learning environment. Exemplary students who demonstrate excellent manners and etiquette are praised and celebrated.
12:05: Music and Lyrics:
12:10 Recess and Lunch: Students who are not on task, who play or goof around, lack manners or good schooletiquette are kept in during recess to re-teach those skills that are needed to succeed. I use
an old-school method of positive behavior modification in the form of writing sentences. Positive affirmations are used to help modify attitude and behavior. Intermediate students, who are chronically off the mark, write twenty five affirmations to start the reprogramming and they lose their lunch recess.
12:40 Vocabulary Practice With Buddy: Vocabulary Building Activities
12:50 Quick Fluency drill: Students retake the previous fluency drill to improve their wpm scores.
12:55 Poetry and Prose: Students buddy read a poem or come together for student recitation or performance. We start the soft jazz music and sit with our poetry books in hand, reading along as the students recite or perform a selected poem.
1:00 Academic Vocabulary Instruction: Six challenging words are selected, usually at a grade above what is taught. I use a fifth grade vocabulary list for some, and sixth grade for a few students. Vocabulary is reviewed, categorized (noun, verb, adjective etc.) and synonyms and antonyms are diagrammed on the SMARTBoard or chalk board. I give three examples of each word in a sentence to help students understand the meaning. Students then write one kid-friendly sentence per word, with at least six words, to show understanding. Students are allowed to use my sentences or write their own. Extensions: Students above grade level can assist with writing and editing of peers' work and reading if they are competent and good role models. Students can also assist with analyzing new poems and literature for challenging vocabulary and suggested lessons.
1:10 VOCABULARY SPARKLE
Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. They say the definition or kid friendly sentence if given the vocabulary word or they must give the word when a definition is given. The child that cannot give an answer says SPARKLE and must sit down. Continue the game until you are down to one child! The last child that has answered all the vocabulary gets a small bag of popcorn. Every child that answers a hard vocabulary question correctly gets a pretzel, stamp, or a sticker. They love this and it is great review for challenging academic vocabulary! Start with a mix of easy and hard words to get the kids excited and ready to study the challenging academic words.
1:15 Fluency Drills
1:20 Vocabulary Instruction:
1:30 Music and Movement: After sustained focus and concentration, students take a music and movement break in the form of a super-high-energy tune and Kung Fu exercises. The kids do deep-knee bends, push ups, and other stretching exercises think Tie Chi and new-wave, rave music.
1:35 Poetry and Prose: Student volunteers read a favorite poem as the class reads along.
Cracker Barrel Philosophy: Reading great poetry is bubble gum for the imagination. It’s very hard when you start but the more you chew the softer it gets. Sean
1:44 Word Wall Fluency Drills
1:45 Quick Fluency drill: Students retake the previous fluency drill to improve their wpm scores.
1:50 Poetry Recitation: Students write, read, and memorize a poem to recite. The students read and reread the entire poem, practicing articulation and enunciation for public performance. They must memorize at least one stanza, and students with more skill can memorize up to four. We start with a simple poem like Twinkle Twinkle Little Star that most kids know.
2:15 Music and Lyrics:
2:20 Short Stories: Students select a short story from their anthologies, peer read with their partners, and take
notes in their reading journals. Try to incorporate the classics, e.g. The Brothers Grimm and Aesop’s Fables to give students a foundation in classic literature.
2:30 Guided Reading: Students bring their Harry Potter book and join in as I read the first few pages of the next chapter that was read earlier in the morning. We read chorally, practicing speed and fluency, with me as the model. I stop often, explaining my Metacognition, to help student take deeper meaning from the material. I ask for volunteers to reread a paragraph or a passage, as the class silently reads along. Background knowledge and challenging vocabulary is explained in detail, and we try to make connections to books, movies, or other teachable concepts. The students then break out into their groups and reread what we read chorally. Each student may read or monitor for understanding, and all students are encouraged to read. During transitions to the next reader, they pause for inquiry and dialogue on important impressions. Students who
cannot decode a word, or don’t know its meaning, get assistance first from their peers then the teacher.
2:45 Music and Lyrics:
2:50 Vocabulary Practice With Buddy: Vocabulary Building Activities
3:00 Short Music and Movement Cleanup: Always leave the student on a high point, if possible, with great music and lots of smiles and praise.
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