SUMMER CURRICULUMS GRADES K to 5 Instructional Focus ⊲ Vocabulary ⊲ Comprehension ⊲ Fiction/Nonfiction ⊲ Motivation & Engagement ⊲ Multilingual Learners ⊲ Reading ⊲ Writing ⊲ Family Engagement ⊲ Well-Being Development SOLE SOURCE
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The new and improved LitCamp supports knowledge-building, fluency, and foundational skills development. Each bunk, or grade level (K–5), provides 5–6 weeks of daily instruction with new and revised resources that align with the Science of Reading. READING POWER 20 MIN Fundamentals In this lesson you will review a foundational skill. In the Here’s a Leader's Guide lesson for the nonfiction read-aloud Owen & Mzee . following lesson, campers will play a game in which they will practice and apply the skill to strengthen comprehension and demonstrate understanding. Skill Review: Speed Sort 2 Display the “Words with Long Vowels” chart.
MULTILINGUAL LEARNERS Pair more fluent readers with less fluent readers. More TK Choral Reading Read aloud the passage as campers follow along with their eyes on their own texts. Then have all campers read aloud as a group. If anyone is having difficulty with a word or phrase, correct or guide the whole group, rather than singling out an individual camper. 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.
MULTILINGUAL LEARNERS ML SUPPORT TK ectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veni am, quis nostrud exerc itation ullamco laboris nisi ut ali quip ex ea com modo consequat. Duis aute irure dolor in reprehenderit in
LESSON 5 Explain that a long-vowel sound can be made by one, two, or even three letters. Write and read the words sl ee p , b ea ch , and P e t e . Say: In the word sleep, the vowel team ee makes the long /ē/ sound in the word. I also hear the long /ē/ sound in the middle of the word beach, but in beach, the letters e and a work together to make the long /ē/ sound. In the name Pete, the e at the end of the word gives the first e its long /ē/ sound. Owen & Mzee Told by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu Photographs by Peter Greste This nonfiction book tells the story of an unlikely friendship between an orphaned baby hippo and a 130-year-old tortoise. Point out that sometimes the CVCe form, or silent-e form, like in the name Pete, is used with the long /ē/ sound, but not very often. Vowel teams are a much more common way to spell the long /ē/ sound. KNOWLEDGE GOALS Campers will understand • the differences between reptiles and mammals • there are things scientists know about animals and things they don’t know • that some people work hard to help animals in need READING GOALS Campers will • understand the gist, or main idea, of the story • practice reading fluency • read and sort words with long- e and long- i sounds WRITING GOALS Campers will • identify text evidence Continue with long /ī/. Say: The long /ī/ sound can be represented by the silent-e form, like in bike , mine , and slide . It is also often represented by the three letters i, g, and h working together, as in high , night , and flight . Write these words on the board so campers see the different spelling patterns. Reading Fluency For fluency practice, use the decodable passage and the routines recommended here, or choose a passage from the book and the routine that works best for your group. OPENING CAMPFIRE 10 MIN Welcome campers and greet them by name. Have them put away their A baby hippo was stranded in the sea! People ran to the beach. “Find a rope!” cried a man. “Use my net!” screamed a child. They tried to help. It was not easy. The wild hippo tore the nets. He got free from the rope. People feared the he could not be saved. Then a man arrived in a boat. “Do not be afraid,” said the man to the hippo. “I am here. You are safe.” The brave man held the hippo. Someone put a net on him. They tied a rope to the On the beach, people cheered. Happy cries were heard a mile away! belongings and get settled. Introduce the focus Strength and invite discussion. Campers, today we’re going to read a book about an unusual friendship. Turn and share with a partner what being and having a friend means to you. Give campers a moment to discuss, then ask volunteers share their ideas as you capture them on your Strengths Board. Friends trust and support one another. Let’s practice being a good friend to someone at LitCamp or at home today. And keep your eyes and ears open for examples of friendship in our reading, and jot down examples in your notebook when you notice them. Invite a camper to lead the group in the LitCamp Cheer. Leader’s Guide • Lesson 5 | 13 Daily Lessons Lessons set the stage for learning by outlining key knowledge, reading, and writing goals. Leaders set the purpose for the lesson and encourage campers to approach the day with one of the 7 Strengths, such as curiosity or confidence. 1 Fundamentals In this lesson you will review a foundational skill. In the following lesson, campers will play a game in which they will practice and apply the skill to strengthen comprehension and demonstrate understanding. Skill Review: Speed Sort 2 Display the “Words with Long Vowels” chart. Explain that a long-vowel sound can be made by one, two, or even three letters. Write and read the words sl ee p , b ea ch , and P e t e . Say: In the word sleep, the vowel team ee makes the long /ē/ sound in the word. I also hear the long /ē/ sound in the middle of the word beach, but in beach, the letters e and a work together to make the long /ē/ sound. In the name Pete, the e at the end of the word gives the first e its long /ē/ sound. Point out that sometimes the CVCe form, or silent-e form, like in the name Pete, is used with the long /ē/ sound, but not very often. Vowel teams are a much more common way to spell the long /ē/ sound. Continue with long /ī/. Say: The long /ī/ sound can be represented by the silent-e form, like in bike , mine , and slide . It is also often represented by the three letters i, g, and h working together, as in high , night , and flight . Write these words on the board so campers see the different spelling patterns. • prepare to write an explanation FOCUS STRENGTH Friendship LESSON MATERIALS & PREP Materials • Camper copies of Owen & Mzee • Owen & Mzee Topic Text Set • Speed Sort 2 resources • Clock or timer Prep • Print and display the “Words with Long Vowels” chart 16 | LitCamp BRING THE TEXT TO LIFE 20 MIN READING POWER 20 MIN MULTILINGUAL LEARNERS ML SUPPORT TK ectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veni am, quis nostrud exerc itation ullamco laboris nisi ut ali quip ex ea com modo consequat. Duis aute irure dolor in reprehenderit in
BUNK TIME 20 MIN Reading for Knowledge
Invite campers to stretch or move before settling down to read on their own or with a partner. Distribute texts from the read-aloud book text set to encourage extending knowledge related to today’s read-aloud. Make sure all campers have a book or text that they can read comfortably on their own. When about five minutes remain in the session, ask campers to jot 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, encourage 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? Independent Reading Campers build knowledge with topic-related text sets featuring developmentally appropriate read-aloud books, decodables, and short reads. 3 Choral Reading Read aloud the passage as campers follow along with their eyes on their own texts. Then have all campers read aloud as a group. If anyone is having difficulty with a word or phrase, correct or guide the whole group, rather than singling out an individual camper. 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. WRITING POWER 20 MIN Have campers open their notebooks to the “Evidence of Owen & Mzee’s Friendship” chart. Explain that they will use this evidence to write an explanation of how the friendship helped the animals. Then, divide the class into groups of two or three. Assign each group to either the second paragraph (about Owen) or the third paragraph (about Mzee). Say: In the previous lesson you gathered evidence about ways that Owen and Mzee showed they were friends. Now you will use that evidence to answer this question: How did the friendship between Owen and Mzee help Owen (if you’re in the Owen group) or help Mzee (if you’re in the Mzee group)? Have campers follow along in their copies of Owen & Mzee as you reread the page that begins, “Wildlife experts are still puzzled about how this unlikely friendship came to be.” Say: On this page we learn some of the possible reasons that Owen and Mzee became friends and how the friendship seemed to help each animal. It also helps us understand that there are things scientists know about animals and things they think might be true but do not know for certain. Invite campers to stretch or move before settling down to read on their own or with a partner. Distribute texts from the read-aloud book text set to encourage extending knowledge related to today’s read-aloud. Make sure all campers have a book or text that they can read comfortably on their own. When about five minutes remain in the session, ask campers to jot 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, encourage 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? Reread paragraph 2 with the Owen group and paragraph 3 with the Mzee group. Have the groups discuss their assigned paragraphs. Then, explain that campers will write their own explanations, using the sentence frames in their notebooks. When they’ve finished writing, ask volunteers to share their answers. Write the following sentence frames on the board: I think the friendship helped Owen because ________________________________________ I think the friendship helped Mzee because ________________________________________ CLOSING CAMPFIRE 10 MIN Review and Reflect Gather the group together to review the day’s reading and reflect on the focus strength. Today we explored how Owen and Mzee’s unlikely friendship came to be and the ways that their friendship seemed to help each of them. Think about the friendships in your life. What are some ways that being and having friends has helped you? Call on volunteers to share. Then say, Ask your partner to tell you something interesting about your Bunk Time reading today. Praise campers for demonstrating friendship in LitCamp. Close with a game or cheer. Writing Daily writing helps students build stamina as they prepare across two days, culminating in an independent-writing task. 4 MULTILINGUAL LEARNERS Text TK: make this text box a support for the writing activity. Lorem ipsum dolor sit ametgjecn conse ctetur adipiscing elit sed do eiusmod minim tempor incididuntut labore et dolore magna aliqua. Ut enimad. BUNK TIME 20 MIN Reading for Knowledge
Leader’s Guide • Lesson 5 | 17
MULTILINGUAL LEARNERS Pair more fluent readers with less fluent readers. More TK
BRING THE TEXT TO LIFE 20 MIN
Reading Fluency For fluency practice, use the decodable passage and the routines recommended here, or choose a passage from the book and the routine that works best for your group. A baby hippo was stranded in the sea! People ran to the beach. “Find a rope!” cried a man. “Use my net!” screamed a child. They tried to help. It was not easy. The wild hippo tore the nets. He got free from the rope. People feared the he could not be saved. Then a man arrived in a boat. “Do not be afraid,” said the man to the hippo. “I am here. You are safe.” The brave man held the hippo. Someone put a net on him. They tied a rope to the On the beach, people cheered. Happy cries were heard a mile away! Explicit Instruction Whole-group instruction explicitly teaches foundational skills and provides fluency practice with lessons developed by leaders in the field of literacy.
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Leader’s Guide • Lesson 5 | 17
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