SUMMER CURRICULUMS GRADES K to 8
Reading & Writing or ELA Curriculum ⊲ Encourage literacy skills development with a curriculum grounded in the Science of Reading.
EXPLORATION: It’s Summer! Read-Aloud | Whole Class
DAY 2 | Read-Aloud Activity 1
WHO WOULD WIN?
Teacher-Led Reading Instruction | Small Group
Compare and Contrast
Summer Color! By Diana Murray | Illustrated by Zoe Persico Summary & Info
In Whale vs. Giant Squid, how are the whale and giant squid alike?
They are both…
Owls
A pair of cousins go outside in the summer and find beautiful colors everywhere— in plants and flowers, in wild animals, and even in the rain storm that comes as they explore. They head inside to get cozy and dry, and when the rain stops, they go back out to splash in the puddles. Genre : Fiction I GRL : L I Pages : 40 FC-BC_91680387 4/23/05 2:17 PM Page 1
carnivores.
Summary & Standards Summary: From the tiny elf owl to the great gray owl, all owls share a common trait—they are excellent hunters, thanks to their special features. Author: Gail Gibbons
Summer Reading & Writing Scope and Sequence
Themes/Ideas: identifying characteristics of owls; learning about owl habitats GRL: N They both…
Genre: Informational Text Text Type: Picture Book Word Count: 250+
Question of the Day How does the weather affect what you do in the summer? Discuss with students that in most parts of the U.S., it’s warmer in the summer, which can affect how people spend their free time. ISBN 0-439-80391-8 9 780439 803915
Unit Question Remind students that this unit focuses on stories about summer and asks: What makes summer special?
Grade 1 • Reading & Writing • Week 1 Instructional Block Domain
This edition is only available for distribution through the school market.
Objectives Students will be able to...
Genre/Text Type Informational Text/Picture Book Remind children that informational text has facts about a topic. This picture book has illustrations to inform the reader. Informational Text Features Labels Labels identify the names of types of owls. Diagram A diagram with labels shows the parts of an owl. Captions Captions give additional information. Vocabulary Academic Vocabulary characteristics (p. 8): traits or identifying features communicate (p. 20): to share information Domain-Specific Vocabulary habitats (p. 29): areas where animals naturally live talons (p. 16): the sharp claws of a bird of prey Challenging Features Text Children may be challenged by the placement of labels and captions. Suggest that they pause after reading each label and identify what it names. Content Children may encounter unfamiliar concepts. Point out that children can use illustrations and context to help them understand these concepts. Supporting Features Text The main text, located at the bottom of each page, summarizes and clarifies information in the pictures and diagrams. Vocabulary Many challenging words are defined in context in the main text or shown in diagrams with callouts.
A First Look Show children the front and back covers and read aloud the title and the author’s name. Elicit a description of the owl. Ask: What clues in the illustration let you know what time of day it is? What do you think you will learn from reading this book? Read and Analyze Informational Text Cite Textual Evidence If you have time constraints and want to concentrate on only a portion of the text, use the asterisked prompts to focus discussion. Interpret Information Point out that, in addition to the text, this book has pictures, labels, captions, and diagrams that relate information. Remind children that the details in the images help them learn about owls. Whales… (pp. 6–7) How does this illustration contribute to the information about different kinds of owls? (p. 8) What information does the author add to the main text by including this diagram? (p. 13) How do the pictures of a dish antenna and an owl support and deepen the information about owls’ ears that is given in the text? (p. 18) How do the three illustrations fit together to add information about owl pellets? (p. 26) Why do you think the author included three illustrations on this page? What additional information do you learn about owls from these illustrations?
Lesson Skill(s)
How are the whale and giant squid different?
VOCABULARY torch (noun) a burning stick used for light (on the “yellow” page) dwell (verb) to live, spend time, or hang out (on the “deer” page) reveals (verb) to open up to view or display (on the “silvery” pages) reflection (noun) the image seen in a mirror, water, or glass (on the “blue” pages) SENTENCES a. When he looked at his reflection in the mirror, he realized he forgot to wash his face. b. They lit the torch in the backyard, hoping it would help keep the bats away. c. The ducks dwell on the pond because they like to swim in the water. d. She takes off her hat and reveals the new blue streaks in her hair.
Guide students through the steps outlined here, instructing them to fill in their Student Handbooks along the way. Students can work independently, with partners, or in small groups. Pause after each step to share responses. #1: Take a Look Show the cover of the book and ask students to make a list of the colors of the flowers. #2: Make a Prediction Students predict what the kids on the cover will likely discover (flowers and plants as well as animals and people doing summer activities). #3: Learn Some Words Acquire vocabulary: Here are some words from this book that are connected to main ideas from the unit and book. Read and discuss these words with your students, and then ask them to complete the sentences that follow. (Answers provided here.)
DAY 1
A whale is…
A giant squid is…
a mammal.
BUT
Whole-Class Read-Aloud (30 minutes) Read-Aloud Book: Long Shot Review the lesson plan in the TG pp. 16–17 Introduce vocab words: sideline, tease, tryouts, fake Comprehension Focus mini- lesson: Make Inferences Read the book and have students follow along: SH p. 4 Teacher-Led Reading Instruction: Small-Group (20 minutes) Small Group Book: Inside Mouse, Outside Mouse Review the lesson plan in the TG pp. 26-27 Vocabulary: See essential words and related words for discussion in the lesson plan in the teacher guide. Comprehension Focus mini- lesson: Compare and Contrast Fluency Focus: Have students reread with a partner or teacher . Independent/Partners (20 minutes) Phonics mini-lesson: Long -a TG p. 32 Letters and Sounds SH p. 5
Reading: Informational Text
Make Inferences
• Make an inference using text clues and what they already know.
Connect Events
• Write about what happened first, next, and last.
Giant squid…
BUT
Do you agree with the author that in a battle between a whale and a giant squid, the whale would win? Why or why not?
Reading: Literature
Compare and Contrast • Compare and contrast two characters using details from the text.
Student Handbook
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Reading: Foundational Skills
Focus on the long -a s ound
• Match words with long a with their pictures.
Math Curriculum ⊲ Expand mathematical thinking with engaging and accessible activities designed to enhance math skills and encourage critical thinking. 1 Grade 1 • Reading & Writing Decodable Readers to support phonics and fluency practice: long-a sound
DynaMath I Small Group WEEK 1 I DAY 1
DynaMath I Small Group (cont.) WEEK 2 I DAY 1
LESSON PLANS LESSON PLANS
PR1ME I Whole Class (cont.) WEEK 1 I DAY 2
• Project a student example to discuss. If needed, show the following:
Points on a Grid
t This rocket launched astronaut John Glenn into space in 1962.
Puppet Doctors MULTIPLICATION WORD PROBLEMS
Rocket Woman Learning Outcomes: • Work out multiplication facts • Solve word problems Lesson 3 Multiplication Within 40
6 × 4 = ?
6
4
Summer Math Scope and Sequence
4
6
• Let’s use an area model to calculate the amount of thread needed to repair 4 puppets. If each puppet needs 23 inches of thread, what is the total length of thread needed? • Draw an area model to represent this problem. If you get stuck, check with other members of your group. • Compare and discuss students’ work, comparing and contrasting the following diagrams if needed:
2. Multiply. a)
Grade 1 • Math • Week 1 Instructional Block
Meet the secret space hero who helped get astronauts to the moon and back W hen thinking of space pioneers, a few great astronauts probably come to mind. Alan Shepard was the first American in space in 1961. John Glenn orbited Earth in 1962. Neil Armstrong and Buzz Aldrin walked on the moon in 1969. Americans still celebrate these heroes and read about them in history books. But there are women whose work was critical to the success of all three of these missions. You probably haven’t heard of them. One was named Katherine Johnson. To appreciate Johnson’s extraordinary achievements, we must understand the world she lived in. Johnson was black. She grew up during a time when segregation, or separating people by skin color, was legal in much of the American South. African-Americans had to use separate bathrooms and attend separate schools. 1. Multiply.
Objectives Students will be able to...
Lesson
Domain
CONTENT STANDARD Operations & Algebraic Thinking: Write and solve multiplication problems with equations. MATHEMATICAL PRACTICES STANDARDS 1. Make sense of problems and persevere in solving them.
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DAY 1
4
Completing multiplication sentences
4 × 23 =
Learn
5. Use appropriate tools strategically. 7. Look for and make use of structure.
Whole Class
PR1ME Addition Within 20 Learn 1, page 4
Operations and Algebraic Thinking
Add two 1-digit numbers by making 10.
20 + 3
10 + 10 + 3
4
80
12
4
40 40
12
p Katherine Johnson
5 × 4 =
(4 × 20) (4 × 3) 80 + 12 = 92 40 + 40 + 12 = 92 (4 × 10) (4 × 10) (4 × 3)
OBJECTIVE Students will develop a conceptual understanding of multiplication by identifying parts of an equation and using repeated addition, arrays, and tape diagrams to
Application and Differentiation Have students answer the questions from the article. Distribute the “Comparing Strategies” skills sheet on T12 to help students plan their solving strategies and communicate their thinking. Encourage them to use area models, equations, and words to explain their work. ⊲ Suggestions for connecting to foundational skills: • Draw arrays for basic multiplication facts. Then ask students convert them to area models. • Practice solving problems with area models when a factor is missing. ⊲ Suggestions for connecting to advanced skills: • Use area models to multiply larger numbers (2- by 2-digit, 2- by 3-digit, 3- by 4-digit). • Make connections to the distributive property by using area models with decomposed multiplication expressions.
b)
solve problems. MATERIALS whiteboards and markers (optional) LESSON Engagement
Teacher-Led Small- Group Instruction
Math Read-Aloud: Six Silly Squirrels Teacher’s Guide, page 24 Caterpillar Numbers, SH page 5 PR1ME Addition Within 20 Practice 1, pages 8–9 Math Read-Aloud: Six Silly Squirrels Teacher’s Guide, page 26 Count and Add, SH page 10 PR1ME Addition Within 20 Learn, page 13 Practice 2, pages 13–14 Math Read-Aloud: 6 Muffins to Share Teacher’s Guide, page 28 Three in a Row, SH page 15
Math and Reading Operations and Algebraic Thinking
Count in sequence.
3 × 6 =
Have students read the article. Then facilitate discussion either as a whole group, in small groups, or with a partner: • What is causing Jim Henson’s original puppets to fall apart? What are puppet builders doing to repair them? Discuss. • If you wanted to make your own puppet, what kinds of materials would you use? About how much material would you need? Concept Development Facilitate a discussion about solving multiplication problems with area models: • What are some strategies you can use to solve multiplication problems? (Answers may include: repeated addition, arrays, area models, tape diagrams, etc.) • What is a model drawing that works for any multiplication question? (suggestion: area model) • Discuss with your group how you have used an area model for multiplication. • Draw an area model that represents 6 × 4. Compare your work with that of your group. Are your solutions the same? Explain why some models may look different.
c)
DAY 2
4 × 6 = 24
4 groups of 6 6 + 6 + 6 + 6 = 24
Whole Class
Operations and Algebraic Thinking
Add two numbers using the “make ten” method.
Teacher-Led Small- Group Instruction
Math and Reading Operations and Algebraic Thinking
Add numbers with sums within 20. Use terms “more” and “fewer.”
Practice s 4 Practice 4
2 × 9 =
d)
DAY 3
Whole Class
Operations and Algebraic Thinking
Add a 1-digit number and a 2-digit number and complete addition sentences.
Student Handbook, page 7
5 × 3 =
3 + 3 + 3 + 3 + 3
4 × 5 =
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Student Handbook, page 14
Teacher-Led Small- Group Instruction
Math and Reading Operations and Algebraic Thinking
Solve problems that involve addition and subtraction.
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© 2015 Scholastic Education International (S) Pte Ltd ISBN 978-981-09-0486-9
ISBN 978-981-09-0486-9
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DAY 4
Whole Class
PR1ME Addition Within 20 Learn, page 18 Practice 3, page 18
Operations and Algebraic Thinking
Count on to add using a number tape (line).
Teacher-Led Small- Group Instruction
Math Read-Aloud: 6 Muffins to Share Teacher’s Guide, page 30 Our Favorite Pizzas, SH page 19
Math and Reading Operations and Algebraic Thinking
Add and subtract numbers within 20.
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Grade 1 • Math
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