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Cover artwork from: Pluto! Not a Planet? Not a Problem! © 2023 by Stevie Lewis. Published by Scholastic Inc. by arrangement with Macmillan Publishing Group, LLC; How You Got So Smart © 2010 by David Milgrim. Published by Scholastic Inc. by arrangement with Penguin Random House LLC; Two Bobbies © 2008 by Jean Cassels. Published by Scholastic Inc. by arrangement with Walker Publishing Company, Inc.; My Brother Charlie © 2010 by Shane Evans. Published by Scholastic Inc.; Exclamation Mark © 2013 by Tom Lichtenheld. Published by Scholastic Inc.; An Eye for Color © 2009 by Julia Breckenreid. Published by Scholastic Inc. by arrangement with Macmillan Publishing Group, LLC; Roadrunner’s Dance © 2000 by David Diaz. Published by Scholastic Inc. by arrangement with Susan Bergholz Literary Services, New York City and Lamy, NM; Free as a Bird © 2018 by Lina Maslo. Published by Scholastic Inc. by arrangement with HarperCollins Publishers; Hope for Winter © 2014 by Clearwater Marine Aquarium. Published by Scholastic Inc.; Who Would Win? Blue Whale Vs. Mosquito © 2023 by Rob Bolster. Published by Scholastic Inc. All rights reserved.
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Table of Contents
Welcome to LitCamp
4
Setting up Camp
11
Why LitCamp?
6
Lesson Overview
14
The LitCamp Model
7
Teaching the Lessons
21
The 7 Strengths Framework
8
Scope & Sequence
26
Implementing LitCamp
10
LESSON 1 Pluto: Not a Planet? Not a Problem!
31 37
LESSON 2 Pluto: Not a Planet? Not a Problem! (continued)
LESSON 3 How You Got So Smart
43 49
LESSON 4 How You Got So Smart (continued)
LESSON 5 Two Bobbies
55 61
LESSON 6 Two Bobbies (continued)
LESSON 7 My Brother Charlie
67 73
LESSON 8 My Brother Charlie (continued)
LESSON 9 Exclamation Mark
79 85
LESSON 10 Exclamation Mark (continued)
LESSON 11 An Eye for Color
91
LESSON 12 An Eye for Color (continued)
97
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LESSON 13 Roadrunner’s Dance
103 109
LESSON 14 Roadrunner’s Dance (continued)
LESSON 15 Free As a Bird: The Story of Malala
115 121
LESSON 16 Free As a Bird: The Story of Malala (continued)
LESSON 17 Hope for Winter
127 133
LESSON 18 Hope for Winter (continued)
LESSON 19 Who Would Win? Blue Whale vs. Mosquito 139 LESSON 20 Who Would Win? Blue Whale vs. Mosquito (continued) 145
Resources
151
Family Connections 184 Supporting Multilingual Learners 186 Conversation Prompts 188 Songs, Cheers, and Games 190 Virtual Field Trips 198
Writing Power Graphic Organizers
152
Community Lit Activities
172
Assessments
176
LitCamp Rubric
178
Leader’s Guide | 3
Dear Educator, Welcome to LitCamp! This innovative summer literacy program offers robust instruction in a collaborative learning environment to help students develop essential literacy and personal skills that will serve them throughout their lives. At LitCamp, you and your campers are members of a supportive educational community where everyone can be and feel successful! LitCamp’s engaging summer-camp theme, supported by the 7 Strengths framework, lifts the level of teaching and learning to propel students forward with a spirit of possibility and positivity. In this welcoming and affirming environment, students will experience academic and personal growth and thrive as readers, writers, learners, and citizens. With roots firmly planted in the Science of Reading, LitCamp content and instruction reflect the most current reading research and translate it into everyday classroom practice. All lessons build on the five pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Campers will build and extend their knowledge and become confident and competent readers, writers, and communicators. Your success as an educator is central to the success of the program. To ensure that your experience is rewarding, this guide provides everything you need to lead with confidence. We wish you a happy and fulfilling summer as you accelerate learning and empower your campers with the essential literacy skills they need for grade- level success and beyond.
—Your friends at Scholastic
Why LitCamp? Because the research backs it up!
To identify the characteristics of an effective summer learning program, RAND designed the first randomized controlled trial, a longitudinal study that spanned six years and five states. The project, which included the original study and additional follow-up reports, was called the National Summer Learning Project. Here are some of the project’s key findings: • High-quality summer learning programs improve student outcomes. • Programs should include at least 34 hours of language arts. • Teachers should have high-quality curriculum materials. • Student attendance, caliber of instruction, and productive use of instructional time are all imperatives that increase program effectiveness. With current National Assessment of Educational Progress (NAEP) data indicating that students are more than a year behind grade-level proficiency in reading and math, summer learning has become integral to learning acceleration. Here’s how LitCamp’s unique approach accelerates learning over the summer to ensure that students are ready for success in the academic year ahead: Reading Science of Reading-aligned instruction builds foundational reading skills, fluency, and comprehension, empowering all students to access engaging, complex texts. Writing About Reading Daily writing instruction and scaffolded writing practice follow an effective gradual-release model. Speaking and Listening “Go Deep” text-centered questions and prompts lift the level of classroom discourse and allow all students to engage in academic discussion. Reading for Knowledge Every lesson identifies knowledge goals that guide instruction and bolster vocabulary and comprehension. Knowledge-building Read- Aloud Text Sets support critical reading growth through a volume of reading.
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The LitCamp Model The LitCamp model features three interconnected areas of focus: Literacy, Building and Extending Knowledge, and Personal Development. This instructional design— along with high-quality texts and instructional materials and a welcoming and fun camp atmosphere—promotes agency and engagement, which are key to students’ academic acceleration and achievement.
Literacy • foundational skills instruction & practice • fluency practice • vocabulary instruction • comprehension checks
Personal Development
Build & Extend Knowledge
• the 7 Strengths framework • reading & writing stamina • collaborative work • agency & independence
• writing about reading • academic discussion • reading for knowledge • multilingual learner support
Leader’s Guide | 7
The 7 Strengths Framework The 7 Strengths framework supports the entire LitCamp experience, offering opportunities for campers to practice and apply their developing literacy skills in tandem with important life skills. As campers explore the 7 Strengths, they will recognize that their individual efforts and actions improve not only their own sense of well-being but help make the entire community stronger. In addition to the 7 Strengths, selected lessons focus on community building and celebration.
BELONGING Being a needed, valued, and respected member of a family or community • Assure campers that they are welcome, included, seen, and heard. Encourage them to welcome fellow campers and help them feel included. • Remind campers that they are valued for who they are. Assure them that LitCamp is a safe environment. FRIENDSHIP Having close, trusting relationships with others; learning to interact in positive, productive ways • Encourage campers to get to know one another. Provide opportunities for them to work with different partners during shared activities and Closing Campfire reflections. • Foster an atmosphere of respect in which campers listen attentively when others speak and support one another’s ideas. KINDNESS Being considerate, thoughtful, and nice to others • Encourage campers to treat one another with kindness, and praise acts of kindness when you notice them. • Ask campers to keep their eyes open for opportunities to practice random acts of kindness at LitCamp and at home.
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CURIOSITY A desire to learn and explore new things • Invite campers to notice and wonder—all day, every day. Encourage them to ask questions and approach their learning with curiosity! • Spark curiosity through engaging read-alouds and meaningful discussions. Guide campers to books and texts about new areas of interest. CONFIDENCE Believing in yourself, thinking independently, and meeting challenges with persistence • Cultivate campers’ confidence by encouraging them to contribute to discussions and praising their efforts. • Urge campers to show confidence—even when they’re uncertain— by standing tall, walking proud, and speaking clearly. COURAGE Having the strength to stand up for yourself and others; taking action when it is needed • Remind campers that your classroom is a safe space where they can try new things without fear. • Acknowledge acts of courage large and small—such as a reticent speaker contributing to a class discussion, a reluctant reader exploring a new book, or an aspiring writer using new vocabulary. HOPE Thinking optimistically and believing that your efforts will lead to good things in the future • Give your campers hope by believing in them; encourage them to believe in themselves and to reach for the stars! • Remind campers that knowledge is power: The more they read, the more they’ll know!
Leader’s Guide | 9
Implementing LitCamp LitCamp is designed for flexible implementation. The lessons in this guide reflect an optimal implementation of 150 minutes a day, four days a week, over five weeks. Because summer and after-school programs vary widely in duration, here are recommendations for several common scenarios. Implementation Models
4 Weeks
One 150-minute lesson per day
5 Weeks
Four lessons a week, with the fifth day either • a free day (no camp or summer school) or a day reserved for field trips or other activities, or . . . • a day to customize learning and pursue LitCamp-related reading and writing. Extend lessons over several days (adjust lesson-step times as needed) • Day 1 Read Aloud, fluency practice, extended Bunk Time reading, foundational or word-reading skills review, Writing Power prep. Optional: Community Lit • Day 2 Reread text and “Go Deep” discussion, foundational or word-reading skills activity, Readers’ Theater, Bunk Time reading, writing practice • Day 3 Continue “Go Deep” discussion or read aloud the text-set trade book, fluency practice, Bunk Time reading and Think More book quiz, extend writing. Optional: Community Lit One lesson a week for 20 weeks • Five lessons a week, as an after-school club, for four weeks • One lesson a week for 20 weeks, combined with homework time in a regular after-school program • Two lessons a week for 10 weeks, combined with homework time in a regular after-school program • Eight-week model as above, with each lesson split over two days
8 Weeks
After School LitCamp can be used flexibly as an after-school solution.
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Setting up Camp Use the information on the following pages to get yourself and your classroom organized and ready for LitCamp! Preparing Your Classroom Depending on your space and resources, you may choose to turn your classroom into a replica of a summer camp or keep it simple. Either way, make sure your room has: • chairs and/or floor space for whole-group activities. • a quiet space with comfortable seating, good lighting, and access to books for Bunk Time reading. • a “stage” area for Readers’ Theater and other community activities. • wall space or a bulletin board to display the following: Camp Rules Invite campers to help you create a list of rules and expectations for your classroom. Involving campers in making the rules will give them a sense of responsibility to uphold them. Display the rules and add to them as needed. Strengths Board Create and display a Strengths Board. On it, capture campers’ thoughts about and demonstrations of the 7 Strengths. Vocabulary Board Create and display a Vocabulary Board. Invite campers to add new or interesting words and phrases they encounter in their reading. Encourage them to use new vocabulary in classroom discussions. Use the board to connect vocabulary to lessons’ knowledge-building goals during camp discussions.
LitCamp Cheer We are the readers, mighty LitCamp readers. Everywhere we go, people want to know who we are, so we tell them. We are the readers, mighty LitCamp readers!
Leader’s Guide | 11
Setting up Camp (continued) If you’re reading this guide, you’ve opened and unpacked your box! Be sure to read and save the Welcome Letter, which includes information about the LitCamp website. Here’s a look at your LitCamp resources and materials and where you’ll find them. Digital Resources Log on, select your grade, and go! It’s that simple. Here’s what’s digital: • Read-Aloud Text Set decodable and short-reads texts
• Foundational and word-reading skill activity resources (word lists, game cards, etc.) • Assessments, including book comprehension check-ins,
foundational and word-reading skill check-ins, and answer keys • 7 Strengths videos, hosted by Dr. Ernest Morrell, and more
Tip Before your program begins, review the Materials of the Day for each lesson, then download and print your digital resources ahead of time. Store the printouts, along with the Welcome Letter, in the LitCamp flip-top box until you need them.
Print Materials
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FPO • TKTK provides students with vibrant math instruction and abundant opportunities for hands-on practice in a welcoming, enriching “summer- camp” atmosphere. • offers rigorous, engaging, and motivating standards-based lessons designed to reinforce mathematical concepts, build foundational skills, spur knowledge growth, and encourage collaborative and creative problem-solving. • promotes the development and practice of critical personal skills to foster agency, resilience, and positive math dispositions, ensuring that students are equipped with the tools they need to approach all learning with confidence. • celebrates Math Heroes, real-world examples of people near and far who demonstrate that math is everywhere and in nearly everything we do … or dream to do! Welcome to LitCamp, a powerful summer learning experience that . . .
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recently completed first grade.
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recently completed second grade.
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recently completed third grade.
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Scholastic Inc., 557 Broadway, New York, NY 10012 • Printed in the U.S.A.
Flip-top Box: Keep your LitCamp materials safe and sound—and organized—in this sturdy box. It’s large enough to hold camper notebooks, print- outs of lesson materials, and more!
Leader’s Guide: Shown here are covers of the Leaders’ Guides for Grades K–5. Your grade-specific Leader’s Guide contains all of the information you need to teach lively and meaningful lessons with confidence.
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WRITER’S CHECKLIST GOOD IDEAS! Keep your notebook and a pencil handy. Jot down or sketch ideas when they come to you. Need an idea? Describe your favorite place to go, thing to do, food to eat, or person to spend time with. START STRONG! Write a strong first sentence to grab your reader’s attention. This is called a hook. Hook your readers with a surprising fact, an interesting question, or an unusual description. CHOOSE YOUR WORDS! Choose vivid words. Use sensory details. Just-right words help readers connect with your writing. Sensory details help readers see, hear, and feel what you’re describing. KEEP IT LIVELY! When you write, imagine you’re talking to a friend. Keep it lively. Write some long sentences and some short ones. Read your writing aloud to make sure it’s interesting. FINISH STRONG! Write a strong ending. Summarize or restate your topic. Leave your reader with something interesting to think about. CHECK, PLEASE! Did you check your spelling? Did you check the punctuation? Did you check whether there’s something you could add—or take away—to make your writing clearer? FINISH LINE! Create a beautiful final draft. Craft a strong title. Include an illustration, if you like. Share your work with confidence!
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LitCamper Notebook: Notebooks are provided for every camper and are theirs to keep. Dedicated pages for each lesson include Notice and Wonder notes pages, fluency passages, Writing Power graphic organizers and writing pages, and a glossary of Words to Know.
Read-Aloud Books: Copies of the read-aloud books are provided for you and your campers. During your whole-group read-alouds, campers can follow along with their copies of the books. During writing activities, they’ll revisit their books to find evidence and details to support their writing about the reading. At the end of LitCamp, your district may choose to send the books home with your campers.
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Read-Aloud Text Sets: Text Sets are provided for each read-aloud book in your program. These text sets are designed to be used during Bunk Time reading to extend knowledge on the read-aloud topic. Each set includes one book and a collection of short texts, ensuring that all campers have access to texts that they can read on their own.
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Text Set for Free as a Bird Card 1 Lina Maslo is an author and illustrator with a bachelor’s degree in art from New College of Florida. She resides in South Carolina with her husband and children. This is her debut picture book. Lina can be found online at www.linamaslo.com.
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Lina Maslo • Free as a Bird
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Little Finch Long ago, all the birds were gray. King Bird, their leader, wasn’t able to tell them apart. One morning, he saw a rainbow. That gave him an idea. He called the birds together. They formed a circle around him. King Bird showed them the rainbow. “Choose the color you want,” he said. “I’ll give each of you a color from this rainbow.” The birds began pushing and pecking at each other. Each bird struggled to be first. “I want green!” yelled Parrot. “Give me red!” shouted Cardinal. Soon every color was taken. Only Little Finch sat silently, waiting her turn. King Bird noticed her. “Little Finch!” he called. “Why didn’t you ask for a color?” “I was waiting for my turn,” replied the humble bird. Then she trembled and sobbed. “Now I’ll always be gray!” she sniffled. King Bird’s wise eyes twinkled. “No, you won’t!” he exclaimed. Then he called the birds back. From each bird he took a bit of color. He gave it to the gentle finch. At last, he was done. Little Finch was the most colorful bird of all!
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Family Guide (English and Spanish): Filled with information about LitCamp practices and routines, these guides provide a bridge between home and camp and promote reading as a family activity. Inside, families will find conversation starters, links for virtual field trips, tips for family read- alouds, family-friendly games and activities, and more.
Poster: Help set the camp scene and mood for yourself and your campers by displaying this cheerful poster in your classroom!
Leader’s Guide | 13
Opening Campfire (15 min.) Daily: Welcome campers, introduce the strength, set the purpose for the lesson Read Aloud, including vocabulary (35 min.) Day 1: Teach new vocabulary; read the book; campers identify the gist Day 2: Teach and review vocabulary; recap the book; “Go Deep” discussion Reading Power: Foundational Skills (20 min.) Day 1 : Foundational or word-reading skill review Day 2: Foundational or word-reading skill activity or game Bring the Text to Life: Fluency Practice & Readers’ Theater (20 min.) Day 1: Teacher-modeled reading fluency practice routines Day 2: Readers’ Theater Bunk Time: Reading for Knowledge (20 min.) Daily: Campers explore Read-Aloud Text Sets; teacher confers and checks in Writing Power (25 min.) Day 1: Teacher-modeled planning and preparation for writing Day 2: Campers complete final writing Closing Campfire (15 min.) Daily: Review and reflect on the day’s lesson; celebrate accomplishments OPTIONAL: Community Lit (times vary) When time allows, or as an option for Closing Campfire, play a game to build community and skills, encourage collaboration, and get campers moving. Listed below are the steps and routines that occur in every lesson. You may choose to extend or abbreviate any of the steps to accommodate your schedule, target specific skills with the lesson, provide extra time for foundational skills work, or enjoy a Community Lit activity. On the following pages is an annotated look at a lesson. Lesson Overview There are 20 fully scripted lessons in this guide. All lessons follow the same seven- step routine with some variations within the steps. A minimum of two lessons, or two days of instruction, are dedicated to each read-aloud book. Below and elsewhere we refer to the first lesson for a read-aloud book as “Day 1” and the second lesson as “Day 2” (you will not find this printed on your lessons, which are numbered consecutively from 1 to 20). Lessons Step by Step
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LESSON 15
Free as a Bird: The Story of Malala by Lina Maslo
Lina Maslo is an author and illustrator with a bachelor’s degree in art from New College of Florida. She resides in South Carolina with her husband and children. This is her debut picture book. Lina can be found online at www.linamaslo.com.
Lina Maslo • Free as a Bird
This biography of Malala Yousafzai explores how Malala’s upbringing in Pakistan, as the daughter of a teacher who believed in the value of education, led her to stand up for girls’ rights to education, even when doing so was dangerous.
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KNOWLEDGE GOALS Campers will understand that • Malala Yousafzai risked her life to stand up for girls’ access to education • it takes courage to speak up for what is right • a biography is a true story written about a real person
LESSON MATERIALS & PREP Materials • Camper copies of Free as a Bird: The Story of Malala • Read-Aloud Text Set • LitCamper Notebooks • “Suffix Race” activity resources Prep • Download and print “Suffix Race” activity resources • Print and distribute text sets as needed
READING GOALS Campers will • understand the gist of the story • build words with base words and suffixes • build vocabulary and reading fluency WRITING GOALS Campers will
Lesson Materials & Prep Gather materials for the day’s lesson, and download and print digital materials.
• identify key events that shaped Malala's views on education • prepare to write about how Malala's experiences shaped her feelings about education FOCUS STRENGTH Courage
OPENING CAMPFIRE 15 MIN Welcome campers and greet them by name. Introduce the focus strength and prepare the group for the day’s lesson. Campers, today we are going to read about someone with a lot of courage. Do you know what it means to have courage? Give campers a moment, then confirm understanding: Having courage means facing difficult things even when you're scared or anxious. Can you think of a time when you were courageous? Turn and share with a partner. Give campers time to discuss, then invite volunteers to share their ideas as you capture them on the Strengths Board or a large piece of paper. Wrap up with a song or the LitCamp cheer.
Knowledge Goals Essential understandings and key topics of the read-aloud text. Reading Goals Comprehension, foundational, and fluency skills covered in the lesson. Writing Goals Planning and preparation for writing; final writing task. Focus Strength The featured strength for the lesson, plus Community Building and Celebration.
Opening Campfire During this community-building time, gather your group together to prepare for the lesson and activities ahead, and introduce the focus strength.
Leader’s Guide • Lesson 15 | 115
Leader’s Guide | 15
Lesson Overview (continued)
Words to Know Before reading, introduce and teach key vocabulary to support comprehension and build knowledge.
READ ALOUD: Free as a Bird: The Story of Malala Free as a Bird: The Story of Malala 35 MIN Introduce Vocabulary To support comprehension, teach new vocabulary words before reading the book. Encourage campers to use the words in their discussions during the lesson.
Re Rea Voc alon Rea stra aud • Us
WORDS TO KNOW
free: able to do what you want; not being controlled by others
heroine: a woman with great courage who is admired for her achievements and qualities
rights: powers or privileges that someone is entitled to
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Before Reading Show the cover of the book and read the title and the name of the author. Today, we are going to read a book called Free as a Bird: The Story of Malala . What do you think it means to be free as a bird? Invite volunteers to share their thoughts and ideas. What do you notice about the cover of the book? What is Malala holding? Have campers share any ideas they have about the cover illustration.
MULTILINGUAL LEARNERS Use each word in a sentence to solidify meaning. Then ask campers to make up their own sentences using each word. You might also describe the relationship between the words hero and heroine.
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Not draw won Get part alou the Cam true Pak whe sch eve she Wra less the the may
This story is a biography of a young woman named Malala Yousafzai. A biography is a true story that tells about a real person. Malala grew up in a country called Pakistan. In Pakistan, girls are much less likely to attend school than boys. How would you feel if you couldn't go to school? What would you do? Give campers a moment to discuss, then invite several partners to share their answers with the group.
Multilingual Learners Offered at key points in each lesson, these boxes provide guidance to ensure comprehension and engagement.
Read Aloud The core of every lesson is the shared read-aloud. Read-aloud books for all grades are carefully curated and feature award-winning fiction and nonfiction titles that build knowledge on a range of topics and appeal to a variety of interests, ensure representation, and promote engagement.
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Read the Book Read the entire book, pausing only for Drop-In Vocabulary. Make sure campers are following along in their own books as you read. Read-Aloud Tips Use engaging read-aloud strategies, such as those below, to captivate your audience. • Use facial expressions to emphasize the emotions in different parts of the text. The text also includes dialogue from family members and others. Read the dialogue of different people in different voices. • Prior to reading the text, search for an audio pronunciation of Malala’s first and last name, if needed, to make sure you are pronouncing it correctly. You can do the same for the author’s name. Notice & Wonder Invite campers to jot down or draw in their notebooks anything they noticed or wondered during today’s read-aloud. Get the Gist Invite campers to discuss with partners the gist, or main idea, of today’s read- aloud. Ask volunteers to share their gists with the group. Campers should mention these details: This is a true story about a girl named Malala who lived in Pakistan and loved learning. Malala found it unfair when people told her that girls should not go to school. She chose to speak out against that idea, even when it put her in danger. She got hurt, but she kept speaking out anyway. Wrap up by reminding campers that in the next lesson, they will "Go Deep" in a discussion about the book. Campers should be ready to talk about the book and think about what questions they may have.
DROP-IN VOCABULARY
Page 7 defeat: loss triumph: victory or success Page 10
be anyone they wanted: choose whatever job or path they wanted Page 11 disapproval: dislike or criticism Page 14 breathtaking: very exciting, beautiful, or surprising Page 15 participate in public-speaking: speak in front of groups of people politician: someone who is chosen or elected to make rules or laws for a society society: community; group of people who live in the same place Page 16 hid within the radio: could only be heard speaking on the radio Page 17 government: the people who are in charge of a country Page 18 spoke out: said what you believe to be true and right, even when others don’t agree demands: orders or rules Page 21 greater: more important our voices will only multiply: by joining together and speaking out, we will be heard by more people Page 22 carry on: keep going Page 31 necessary: needed or important to have
Drop-In Vocabulary Unfamiliar words and terms are explained as they’re encountered in the text to ensure and support comprehension.
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Read-Aloud Tips To ensure a smooth experience for you and your campers, review the tips for navigating the book and strategies for an engaging read-aloud.
Leader’s Guide • Lesson 15 | 117
Leader’s Guide | 17
Lesson Overview (continued)
READING POWER 20 MIN Word-Reading Skill Review
Mod or w Par turn
In this lesson you will review the word-reading skill with campers. In the following lesson, campers will play a game to practice the skill, strengthen comprehension, and demonstrate understanding. Base Words and Suffixes Say: Remember that a suffix is a group of letters added to the end of a base word to change its meaning. Let’s take the word race , which means “a contest of speed,” and add the suffix -er . How does the ending change the meaning? (It changes the word to racer , which is someone or something that races.) Display the Suffixes Chart and review suffix meanings. Put it where players can see it as they play the game.
Reading Power On Day 1, review the foundational or word-reading skill. Then put it into practice on Day 2 in a fun whole-group game.
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read cam the toda or te abo dow con to s If tim to re Bu Circ eng Kno read Rea read Com Flue Stre you
BRING THE TEXT TO LIFE 20 MIN
Reading Fluency For the fluency practice, you may use the decodable passage and routines provided here or choose a passage from the book and the fluency routine that works best for your group. Malala knew that girls in Pakistan did not have the same rights as boys. She wanted equality. She needed to feel free. She felt free in class. But when an enemy began a harmful war, they told girls they could no longer go to school. Malala continued attending classes. She spoke fearlessly about her commitment to education. The enemy demanded that she stop. They tried to end her life. Luckily, she survived. Malala left Pakistan for the U.K. She attended school freely but knew that girls and boys in many places could not. She did not sit silently. She traveled the globe and started a movement. “When the whole world is silent, even one voice becomes powerful.”
MULTILINGUAL LEARNERS Revisit the passage and reread it. Guide campers to understand that this passage summarizes and restates the key points of Malala’s story. Review any difficult vocabulary with campers and make sure they understand the meaning of words such as rights, equality , and movement . Look at base words such as harm and fear , and review how the suffixes change the meaning.
Bring the Text to Life Model reading fluency, using the routines that work best for your group. On alternate days, campers build fluency through Readers’ Theater.
Multilingual Learners Offered at key points in each lesson, these boxes provide guidance to ensure comprehension and engagement.
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Bunk Time: Reading for
Knowledge Guide campers to choose a text from the Read-Aloud Text Set. Text Sets include decodable and/or short reads texts and books. As campers read, circulate to check in and confer.
Modeled Reading Read the passage aloud while campers follow along in their notebooks or with their copies of the text. Partner Reading Pair more-fluent readers with less-fluent readers. Have partners take turns reading aloud as the other follows along in their copy of the book.
BUNK TIME 20 MIN Reading for Knowledge
MULTILINGUAL LEARNERS Encourage campers to take notes in whatever way will help them remember their thoughts, including using their home language or quick drawings in their notebooks. Then help them transfer their ideas to English.
Invite campers to stretch or move before settling down to read on their own or with a partner. Distribute texts, or have campers choose a text from the Read-Aloud Text Set for the lesson to encourage extending knowledge related to today’s read-aloud. Make sure that all campers have a book or text that they can comfortably read on their own. When about five minutes remain in the session, have campers jot down in their notebooks something new they learned—or a connection they made—during their reading. Invite volunteers to share with the group. If time allows, invite campers to explore and choose a book from your classroom library to read during a break or take home to share with their family. Bunk Check Circulate as campers read, using the following prompts to check on comprehension and engagement. Knowledge Building What is something you learned or discovered in your Bunk Time reading today? Read-Aloud Connection How did your Bunk Time reading connect to our read-aloud book? Comprehension Check What is the gist of your reading today? Fluency Check Please read aloud to me some of the text you read on your own today. Strength Connection What examples of the 7 Strengths did you notice during your reading?
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Leader’s Guide • Lesson 15 | 119
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Lesson Overview (continued)
WRITING POWER 25 MIN
Respond to Reading Make sure campers have their copies of Free as a Bird: The Story of Malala and their notebooks open to the graphic organizer for this lesson . Campers will revisit the book and pay close attention to the events in Malala's life that shaped her feelings about the importance of education. They will use these details in the next lesson to write about how they know that education was important to Malala.
MULTILINGUAL LEARNERS Make sure that campers understand the words and concepts that are mentioned in the graphic organizer. Review what it means for girls and women to have rights.
Writing Power On Day 1, model rereading and using a graphic organizer to gather text evidence and details. On Day 2, campers will use the information in their graphic organizers to support their writing about the reading.
Draw a web on the board or on chart paper. (Refer to the graphic organizer for this lesson in the Graphic Organizers section.) As you guide campers to find details in the book, model filling in your web while campers fill in their own. Model This biography includes some of the events that shaped Malala's feelings about education. Read pages 8 to 9 aloud. What events on these pages made an impact on Malala and her views about school and education? Give campers time to talk and share their thinking. Model filling in the first two or three circles of the web while campers write in their notebooks. Practice Have partners work together to identify the other key events in Malala’s life that shaped her views about education, particularly as related to girls. Clarify Remind campers that in the next lesson, they will use the details they gathered in their notebooks to help them write about how they know that education was important to Malala. CLOSING CAMPFIRE 15 MIN Reflection Question Have partners turn knee to knee and discuss this question. There are many ways to show courage, including speaking up when you think something is wrong or unfair. Why does speaking up sometimes take courage? Praise and Affirmation Offer concrete praise and affirmation for campers’ efforts and accomplishments today. Shooting Stars Dance With the group, throw shooting stars (pretend to throw a basketball into a hoop). Campers can do a dance with the praise or put it in their pockets.
Closing Campfire Gather the group to review, reflect, and celebrate the day’s accomplishments.
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Teaching the Lessons From Opening to Closing Campfire, LitCamp lessons are packed with opportunities for teaching and learning. While teacher scripting is provided for most steps, we encourage you to adapt lessons as you see fit to meet the needs of your group. Opening Campfire Help campers get settled, then set the purpose for the day’s lesson and introduce the focus strength. Encourage campers to participate in the Opening Campfire routine. And be sure to end your campfire with a rousing camp song, chant, or cheer! Vocabulary Before each read-aloud, introduce, teach, and review the featured Words to Know . These key vocabulary words (typically tier-2 words) have been selected from the book and identified as essential to campers’ understanding of the text. In addition to Words to Know, a list of selected Drop-In Vocabulary with brief definitions is provided for each read-aloud (feel free to add your own!). These words and phrases require only a brief explanation during the reading to clarify meaning. Here are suggestions for teaching and building vocabulary: • Use a favorite instructional routine to teach Words to Know. For example, write or display the word, then say it. Repeat it and have campers say it with you, and listen for correct pronunciation. Then define the word and use it in a sentence. • Encourage campers to use new vocabulary words in their classroom discussions. Be sure to acknowledge and praise them when they do! • While leading the lesson, use the vocabulary words in your natural speech as much as possible. • Point to words on your Vocabulary Board as you use them. Encourage campers to suggest new words from their Bunk Time or other reading.
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Teaching the Lessons (continued) Read Aloud
The central activity of every lesson is the whole-group read-aloud. Read-aloud books are explored over a minimum of two lessons. In upper grades, chapter book read- alouds may span up to six lessons. In the two-lesson model, the first lesson features an uninterrupted shared reading of the entire text. The second lesson features a “Go Deep” discussion of the text. The typical two-lesson Read Aloud activity follows this routine: Before Reading Provide background knowledge as needed to support comprehension (Day 1). In the following lesson, have campers recap the previous lesson’s reading. Read the Book Uninterrupted read-aloud with Drop-In Vocabulary (Day 1). In the next lesson, campers recap the read-aloud, followed by a “Go Deep” discussion of the book. After Reading Campers jot down what they noticed and wondered during the reading and provide the gist of the reading. Embedded in each Read Aloud section are several point-of-use supports, including: • Multilingual Learners These are offered at four key points in each lesson— vocabulary, fluency, writing, and Bunk Time—ensuring that all campers can understand the text and participate in writing and talking about it. • Read-Aloud Tips These tips suggest ways for you to make your read-aloud more lively and engaging to captivate campers and hold their interest. • Spotlight on Language These features focus on interesting words or turns of phrase, idioms, figures of speech, syntax, or text features. “Go Deep” Discussion Routines A guided whole-group discussion of the text deepens student comprehension, develops critical thinking skills, builds knowledge, and leads campers to the essential understanding or knowledge goals of the book. These discussions provide an opportunity for campers to practice important speaking and listening skills while engaging in high-level discourse with their peers. Discussion prompts and questions are followed by possible student responses. You may choose to open all or parts of your discussions to the whole group, or have partners turn and talk, then ask volunteers to share with the group. Either way, encourage all campers to participate and share their ideas.
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Reading Power: Foundational and Word-Reading Skills To help build strong readers and writers, lessons focus on fortifying the foundations of reading. And, in true LitCamp style, we make it fun! All phonics, phonemic awareness, and word-reading skills are aligned to a research- based scope and sequence. In alternate lessons, instruction targets and reviews a specific skill then reinforces the skill in a whole-group game. Understanding the critical sound-spellings needed for encoding and decoding words accelerates learning and ensures that campers are ready to meet grade-level expectations in the year ahead. Bring the Text to Life: Reading Fluency Daily fluency practice includes leader-modeled reading of a decodable passage and campers reading the passage with partners or in a group. Suggested fluency techniques are provided in the lessons, but you may choose from among the techniques provided below. Decodable passages for fluency practice appear in campers’ notebooks and in your lessons. On alternate days, campers participate in Readers’ Theater. For these routines, you may prefer to choose an excerpt from your read-aloud book. If possible, look for scenes that include dialogue and plenty of action. Encourage all campers to participate. Let reluctant campers practice with you or a trusted friend before engaging with the group. Reading Fluency Routines The ability to read fluently—with ease and expression—is an essential part of literacy. Fluency is necessary for comprehension and also for reading enjoyment. Therefore, it is at the core of building lifelong readers. In LitCamp, campers practice reading fluency every day. Note: For Readers’ Theater, you may use the decodable passage provided for the lesson’s fluency practice, or choose a selection from your read-aloud book. Fluency techniques are as follows: Modeled Reading Read aloud the complete section of text while campers follow along with eyes on their own texts. Choral Reading Following a modeled read, have all campers read together the section of text. If anyone is having difficulty with a word or phrase, correct or guide the whole group, rather than singling out an individual camper. Whisper Reading Follow the same routine as choral reading, except campers read aloud in whisper voices. Repeated Reading Following a modeled read, have all campers or partners read aloud the section three or four times.
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Teaching the Lessons (continued) Echo Reading Following a modeled read, read one or two sentences of the section and stop. Have campers read the same sentences together. Continue reading one or two sentences at a time, stopping for campers to “echo” read. Partner Reading Following a modeled read, pair campers, ideally a more-fluent reader with a less-fluent reader. Have partners take turns reading aloud as the other follows along in their copy of the book. Silly Voices Following a modeled read, have partners take turns reading two sentences or lines at a time in their silliest voices. Fast Reading Following a modeled read, have partners take turns reading the entire text as fast as they can. This technique is ideal for on- or above-level readers. Bunk Time: Reading for Knowledge Campers may choose (with your guidance) a text from a Read-Aloud Text Set to read on their own or with partners. These curated Text Sets align with the read-aloud book for the lesson, supporting and extending knowledge topics explored in the book. To ensure that campers have access to texts they can read, Text Sets include decodable texts, short reads, and a book. As campers read, you are encouraged to circulate to • check comprehension. Ask about something new they learned, how their reading connects to the read-aloud book, and the gist of their Bunk Time text. • check fluency. Ask campers to read aloud some of the text they read on their own during Bunk Time. • connect to the 7 Strengths. Ask whether campers noticed examples of the strengths in their reading or in their interactions with other campers.
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Writing Power: Respond to Reading Writing about reading is central to building and extending knowledge and deepening comprehension. Campers write every day during Writing Power. These two-part writing activities include a teacher-modeled and guided reread of the read-aloud book to find evidence, details, and information that campers will use to complete a final writing activity. Writing activities, which focus on writing sentences, include opinion, narrative, and explanatory activities. Campers typically work with partners during portions of the writing lesson. To support campers with their writing, you will model how to use a graphic organizer to gather and organize supporting information from the text. Fully annotated graphic organizers for each lesson appear in the back of this guide. Depending on your group, you may choose to model much of the writing preparation, or have campers work with partners to complete their work. Campers’ graphic organizers and dedicated writing pages for each lesson are found in their notebooks. Closing Campfire This is a time for review and reflection. Campers are encouraged to turn and talk with partners about the day’s lesson, connecting their reading to the strengths and to their own experiences. It’s a time to praise and affirm campers’ efforts, and to give yourself a pat on the back for all you do for your campers! Community Lit (Optional) When time allows, choose or let your campers choose a Community Lit activity. You can find Community Lit activities in the back of this guide and on the LitCamp website.
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Scope & Sequence LESSON # 7 STRENGTHS FOCUS
READ-ALOUD BOOK
KNOWLEDGE GOALS (Campers will understand . . .)
READING GOALS (Campers will . . .)
• that Pluto is now considered a dwarf planet • that astronomers are scientists who study objects in space • that our understanding of the solar system is always evolving
1 COMMUNITY BUILDING
Pluto: Not a Planet? Not a Problem! by Stacy McAnulty
• understand the gist of the story • read and use words with comparative endings - er and - est • build vocabulary and reading fluency • discuss the reading, supporting ideas with text details • play a game to practice reading and using words with comparative endings - er and - est • build fluency with Readers’ Theater • build and review vocabulary • understand the gist of the story • identify and read words with closed syllables • build vocabulary and reading fluency • discuss the reading, supporting ideas with text details • play a game to identify and read words with closed syllables • build fluency with Readers’ Theater • build and review vocabulary • understand the gist of the story • say and spell words with closed syllables • build vocabulary and reading fluency • discuss the reading, supporting ideas with text details • play a game to say and spell words with closed syllables • build fluency with Readers’ Theater • build and review vocabulary • understand the gist of the story • say and spell words with open-vowel syllables • build vocabulary and reading fluency • discuss the reading, supporting ideas with text details • play a game to say and spell words with open-vowel syllables • build fluency with Readers’ Theater • build and review vocabulary • understand the gist of the story • identify words with open and closed syllables • build vocabulary and reading fluency • discuss the reading, supporting ideas with text details • play a game to identify words with open and closed syllables • build fluency with Readers’ Theater • build and review vocabulary
2
3 BELONGING
How You Got So Smart by David Milgrim
• that people learn and grow over time • that developing certain traits helps us learn and grow • that it’s important to recognize and celebrate our growth
4
• how natural disasters can devastate a community • that sometimes animals help each other survive • that animals of different species can form a strong bond
5 FRIENDSHIP
Two Bobbies by Kirby Larson and Mary Nethery,
illustrated by Jean Cassels
6
• that autism is a condition that can affect how people speak, act, learn, and express their feelings • that twins are siblings who are born at nearly the same time • that twins can be alike in some ways and different in others
7
KINDNESS
My Brother Charlie by Holly Robinson Peete and Ryan Elizabeth Peete, illustrated by Shane W. Evans
8
• that punctuation helps make and clarify meaning in written language • that our special qualities make us unique • the importance of finding your own voice
9 CELEBRATION
Exclamation Mark by Amy Krouse Rosenthal, illustrated by Tom Lichtenheld
10
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