1. REACH! for the Stars July 5-29, 2011 2801 Saint Lo Drive PARENT ORIENTATION Image Source: "Free Start Clipart and Animated Graphics of Stars." Webweaver's Free Clipart. Webweaver, n.d. Web. 16 May 2011..

2. Program Goals Increase reading levels through the use of FastForWord© software. Model teamwork and a sense of community through a variety of activities Read at least one novel by July 29. Participate in the Enoch Pratt Free Library summer reading program.

3. Program Components

4. Dates and Times July 5-29, 2011 Monday through Friday 9:00 until noon

5. A Typical Day for a Student By 8:599:00- 10:30 10:30- 12:00 12:00- 12:30 Time Activity Teaches.. Prompt Arrival Self-Pacing Responsibility Reading Improvement via FastForWord Software Strategies for: tackling difficult reading selections And raising one’s reading level Critical Thinking Enrichment Project Home Skills Following Directions Computer Skills Fitness Teamwork Lunch in Cafeteria Social Skills In addition: Each student gets on 45 minute library period each week. Main Street Culminating Activity 9-12 on the last day of the program.

6. A Typical Day for a Teacher By 8:309:00- 10:30 10:30- 12:00 12:00- 12:30 Time Prompt Arrival Preparation Time In addition: Weekly staff meeting with Mr. R TBA Teachers are required maintain phone contact with parents as needed for achievement, attendance, and/or behavior. Preparatio n Calling parents re: attendance, behavior, and achieveme nt. FIRST CLASS 50minutes’inter -action with Fast ForWord software 40 minutes: Independent reading ; writing in the reading journal SECOND CLASS 50minutes’inter- action with Fast ForWord software 40 minutes: Independent reading ; writing in the reading journal

7. A Typical Day for an Advocate By 8:309:00- 10:30 10:30- 12:00 12:00- 12:30 Time Prompt Arrival Preparation Time In addition: Weekly staff meeting with Mr. R TBA Teachers are required maintain phone contact with parents as needed for achievement, attendance, and/or behavior. Preparatio n Calling parents re: attendance, behavior, and achieveme nt. FIRST CLASSSECOND CLASS 90 MINUTES Supervision and direction of an assigned enrichment project 90 MINUTES Supervision and direction of an assigned enrichment project

8. Transportation Details Transportation is “on your own;” there will be no special buses.

9. Lunch Details Lunch will be provided in the school cafeteria from 12:00 until 12:30.

10. Dress Code

11. Because of the variety of activities that will be taking place during the REACH! for the Stars program, school uniforms are not required. However, we ask that all students dress appropriately and follow these guidelines:

12. Underwear No undergarments worn as outerwear are allowed. Undershirts do not count as outerwear, and underwear should not be visible, not even a little. Printed Matter on Clothes No wearing apparel printed with vulgar statements or statements promoting the use of drugs, alcohol, sex, and/or violence is allowed. Footwear No footwear such as slippers, thongs, and flip-flops is allowed. Headwear No hats, hair rollers, scarves, or hair curlers are allowed. Bedtime Apparel No pajama-type attire, undershirts, or other bedtime attire is allowed. Shorts, Skirts, and Tops No shorts above the knee (when student is standing), halter tops, tank tops, muscle shirts, or see-through tops are allowed. No mini-skirts are allowed.

13. Sweat Suits and Jogging Suits No sweat pants or jogging pants with elastic at the bottom of the legs are allowed. No elastic fabric sportswear is allowed. Torn Clothing No clothing designed or altered to expose undergarments or parts of the body except arms or legs, as defined throughout these rules, is allowed. Personal Electronics School is a safe, deliberately controlled environment. Students should not bring personal electronics such as radios, iPods, and cell phones to school. Entertainment devices distract from the purpose of the program and diminish student focus upon their work. Cell phones, in addition to being a distraction, can compromise the safety of individual students and the entire school, especially in cases of bullying and rumors. While we We understand that cell phones can be an important link between family members, but we are requiring that all cell phones be out of use during school hours. Parents who need to contact their children during school hours should leave a message to the student at 443-642-2291, and the message will promptly be delivered to the student. This preserves the atmosphere and safety of the school, while still allowing you to communicate with your child.

14. Introducing Our Staff

15. How We Communicate By phone Especially by email Home visits

16. When We Communicate When your child is late When your child is absent When you child is getting behind—and we won’t wait long! Classroom disruption

17. What The Student Will Experience Each teacher will introduce the program using the following presentation.

18. Welcome to Flight School! Julius Zuke Library at the Lake Copyright 2011

19. (OK, so you’re not really going to fly an airplane. We are using the analogy of an airplane flight to improve your reading skills. But we really think that, if you follow our process, you will soar to new heights with books.)

20. But first, a few agreements: Come every day. Come on time. Respect your peers. Respect all adults, especially our volunteers. Bring your book. Bring your marker, pencil, and notebook. Observe silence. Decide not to be distracted by food, electronics, other people, or the “call of nature.” Take your time. Use the reading journal to track your progress.

21. MOST IMPORTANTLY, TAKE READING TIME SERIOUSLY. The only reason this pilot is able to take command of this $200,000,000 airplane is because he practiced lots and lots. The only way you’ll get better at reading is to practice lots and lots.

22. Skip practice, even once in a while, and you’re shooting yourself in the foot. By the way, what does shooting yourself in the foot mean? How does this concept apply to you as your try to improve your reading skills?

23. Our Daily Plan for Independent Reading 1.Set a goal in your reading journal. 2.Do a first reading of the passage, noting various items of “turbulence” in your journal. 3.Take corrective action to eliminate the “turbulence.” 4.Re-read the passage. 5.Reflect on what you read today, and celebrate!

24. The Reading Journal Explained How to Use the Reading Journal Do a first reading of your passage, stopping to write down things that stop you from understand- Ing and enjoying the passage. Set a reasonable goal for yourself everyday.

25. Other Data Continue a first reading of your passage, stopping to write down things that stop you from understand- Ing and enjoying the passage. Not all of these items apply to every passage that you will read. Use common sense; sometimes not every item needs to be filled out. I will explain what all of these items are.

26. Now STOP and use your “toolbox.”

28. DICTIONARIES Dictionaries will help you with word meanings.

29. ENCYCLOPEDIAS are good for finding out about: Countries Places Who people were Historical periods Historical movements

30. ATLASES are good for finding out about: Countries Places

31. Natural-Language Web Searches www.ask.com

32. So—tell me what a renaissance is.

34. So—tell me who Lyndon Johnson was.

36. S0—tell me what the industrial revolution was.

38. So—what is Zambia like?

39. ASKING AN ADULT or a friend may be helpful, depending upon their education and life experiences. Countries Places Who people were Historical periods Historical movements

40. Cleared for Takeoff! Once you have used the toolbox, you are ready to read the passage a second time. After the second reading, answer one of the following questions in your journal. This is your exit ticket for the period.

41. What happens in this portion of the text ? OR Briefly paraphrase key events, ideas, or concepts in this passage. OR I have a strong reaction to today’s passage, and here it is.

42. If you were able to answer one of these questions, congratulations! You have diagnosed potential problems for your flight, and made the flight successful. It wasn’t easy, but, with daily practice, it will get easier.

43. Depending upon your mood and the novel you are reading, other graphic organizers might be a better fit for you

56. Student Activities Overview

57. REACH! for the Stars July 5-29, 2011 2801 Saint Lo Drive ENRICHMENT ACTIVITIES Image Source: "Free Start Clipart and Animated Graphics of Stars." Webweaver's Free Clipart. Webweaver, n.d. Web. 16 May 2011..

58. All leading up to a “Main Street” Festival on July 29!

59. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Furniture Auction What (Learning Target)I can make simple repairs and apply a decorative painted design to a small piece of gently worn, non-upholstered furniture such as a chair, table, cabinet, or shelf. Where(Room #) When (Time) Why (Purpose)Teaches simple home repairs; teaches how an auction works; teaches an appreciation for art; teaches entreprenurship skills; generates funds for culminating activity and to repay the school for advance purchases.(see below) Source of MaterialsParent donation of small used furniture, brushes, leftover paint, gloves, and newspaper before 6/16/11 School purchase of 1 ½ “ phillips head screws, sandpaper, dremel tool kit, rechargeable drill/screwdriver. How (Directions)No sawing or hammering

60. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Santa’s Shop of Wooden Toys What (Learning Target) I can make create simple painted toys from scrap two-by-fours. Where(Room #) When (Time) Why (Purpose) Teaches simple home handicrafts; teaches an appreciation for art; teaches entrepreneurship skills; generates funds for culminating activity and to repay the school for advance purchases. (see below.) Source of Materials Parent donation of two-by-four scraps, brushes, leftover paint, gloves, and newspaper before 6/16/11 School purchase of 1 ½ “ phillips head screws, sandpaper, dremel tool kit, rechargeable drill/screwdriver. How (Directions) Shapes will be pre-cut by teachers; no sawing or hammering

61. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Puppet Show and Sales What (Learning Target) I can write a puppet play based upon the book, Goldilocks Returns. I can design and sew a hand puppet for a character from Goldilocks Returns. I can perform in a puppet show for toddlers. I can design and operate a kiosk to sell puppets appearing in the book, Goldilocks Returns. Where(Room #) When (Time) Why (Purpose)Teaches simple home handicrafts; teaches an appreciation for art; teaches writing skills; teaches entrepreneurship skills; generates funds for culminating activity and to repay the school for advance purchases. (see below.) Source of Materials Parent donations before 6/16/11 of scissors, thread, needles, cloth scraps, buttons, and yarn. Campus library has a copy of Goldilocks Returns (Ernst, Lisa Campbell. Goldilocks returns. New York, N.Y.: Simon & Schuster Books for Young Readers, 2000. Print.). How (Directions)

62. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Flea Market What (Learning Target) I can sort, price, and organize donated items for a flea market. I can operate a flea market event. Where(Room #) When (Time) Why (Purpose)Teaches entrpreneurship skills; teaches environmental awareness; teaches comrpomise skills; generates funds for culminating activity and to repay the school for advance purchases. Source of Materials Parent donations before 6/16/11 of useable dishes, home décor items, kitchen utensils, clothing, and toys. No large, electronic, or damaged items will be accepted for sale. How (Directions)

63. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Basket Weaving What (Learning Target) I can weave small baskets. I can design and operate a kiosk to sell student-made baskets. Where(Room #) When (Time) Why (Purpose)Teaches handcraft skills; teaches art appreciation; teaches entrepreneurship skills; generates funds for culminating activity and to repay the school for advance purchases. Source of Materials Reed and sea grass can be mail-order from http://www.countryseat.com with school funds and paid back from proceeds of the culminating “Main Street “event. http://www.countryseat.com Water pans can be donated by parents. How (Directions)

64. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Community Food Pantry What (Learning Target) I can organize donated food items. I can design and implement a design for a food distribution center. I can design procedures for identifying recipients and distributing food in a dignified, confidential manner. Where(Room #) When (Time) Why (Purpose)Teaches unselfish concern for others; teaches entrepreneurship skills; teaches tact and sensitivity Source of Materials Donation of one in-date, nonperishable box or can of food per student, per day. How (Directions)

65. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Plant and Vegetable Sale What (Learning Target) I can grow plants and vegetables. I can create attractive containers for plants and vegetables. I can design and operate a kiosk for selling plants and vegetables. Where(Room #) When (Time) Why (Purpose)Teaches botannic skills; generates funds for culminating activity and to repay the school for advance purchases. Source of Materials Real Food Farm How (Directions)

66. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Free Community Newsletter What (Learning Target) I can manipulate Microsoft Publisher to create a newsletter. I can write reports about happenings in our summer program. I can design and operate a kiosk to disrubute the newsletter. Where(Room #) When (Time) Why (Purpose)Teaches writing skills; teachers computer skills Source of Materials Computers in computer lab or the campus library. How (Directions)

67. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Comic Book Shop What (Learning Target) I can locate and use free online comics generators. I can create original stories or tell an old story using new settings and new characters. I can design and operate a kiosk to sell student-made comic books. Where(Room #) When (Time) Why (Purpose)Teaches writing skills; teaches computer skills; generates funds for culminating activity and to repay the school for advance purchases. Source of Materials Computers available in the computer lab and the campus library. How (Directions)

68. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Swimming What (Learning Target) I can swim for pleasure and exercise. Where(Room #)Pool When (Time) Why (Purpose)Teaches teamwork; teaches healthy habits. Source of Materials Lifeguards and access to pool needed. How (Directions)

69. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Basketball What (Learning Target) I can play basketball for exercise and entertainment. Where(Room #)Gym When (Time) Why (Purpose)Teaches teamwork; teaches healthy habits. Source of Materials Equipment to be borrowed from the physical education department of the school. How (Directions)

70. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Mural What (Learning Target) I can plan and create a wall or sidewalk mural. Where(Room #) When (Time) Why (Purpose)Teaches an appreciation for art; teaches teamwork Source of Materials Paints and brushes donated from parents. Chalk from school storeroom How (Directions)

71. Enrichment Planning Sheet Who (name of group/adult responsible for supervising) Grounds Beautification What (Learning Target) I can paint walls and re-stripe parking spaces. Where(Room #) When (Time) Why (Purpose)Teaches unselfish concern for other; teaches basic home repair skills. Source of Materials Mr. James Williams, building manager How (Directions)

72. YOUR TURN TO SHINE… We love parents!

73. 1. Encourage Get your child here on time, every day, with a great attitude.

74. 2. Donate

76. 3. Volunteer

77. Questions?