Lesson Plans

Name: Amanda Cummings

The student was given the QRI assessment, she was given the word recognition in isolation and word recognition in
context pieces. The first level for words in isolation was 3rd grade, one grade level below the grade she is in school. She
scored 100% on the 3rd, 4th, and 5th grade level words. For 6th grade, she scored a 95%, missing one word, and upon
looking at the word again still not getting the word correct. In Upper Middle School she scored a 25%, missing more then
9 words and having to stop before completing the list. During word recognition in context, which involves the student
reading a passage and answering questions, and then scoring comprehension, rate and correct words in context.
Starting with the 3rd grade level, she scored 99% correct words in context, 100% on comprehension and had a rate of
137 words per minutes (WPM). When given the 4th grade passage, she scored 63% on comprehension and a 133 WMP.
Then when given the 5th grade passage, she scored a 97% for correct words and 105 WMP, but only a 25%
comprehension score. From the QRI, I gained that she is a strong reader, and can read above her grade level, but has
difficultly comprehending when she moves past her grade level. Her instruction level will be fourth grade. Her frustration
level for words in isolation was UMS but for words in context was 5th grade. Her independent level would be 3rd grade.

Whole Group (approximately 20-30 minutes daily)

Objectives Use visual imagery to comprehend reading
Standards of Learning
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information contributes to the authors purpose.
k) Use reading strategies throughout the reading process to monitor comprehension.

Monday
-Sit on the rug or in
seats and introduce
visual imagery. Explain
that it is a tool good
readers use to make
mental images in their
brains about what they
are reading. They use
their prior knowledge
and experiences to
connect with the
authors writing. Ask
them if they have ever
made mental images
before.
-Model the strategy by
reading the passage
(attached), pause
every couple lines and
draw on the board or
an easel what my
mental image is at the
time. When I am done
reading the passage, I
should have
representation of my
mental image on the
paper
-Then, give the
students a copy of a
new passage. Have
them work with each

Tuesday
-Have students review
and share their
worksheets from
yesterday again. Ask if
they have any
questions about visual
imagery or if they had
any good mental
pictures in their heads
as they went about
their day yesterday
-Discuss how different
people can have
different mental
images, and use the
worksheets from
yesterday to show
that.
-Today tell the class
they we are going to
work on group mental
pictures
-Read a picture book
to the class, but do not
show them the
pictures.
-After each page,
have the a student go
up and draw a little bit
about what is going on
in their head
-The next student can

Wednesday
-Read the students the
book Go Away, Big
Green Monster! by Ed
Emberly. Its a story of
a monster who grows,
and as the story
continues, it adds
descriptions of the
features and
characteristics of the
monster
-As you are reading,
pass out paper
(worksheet attached)
to the class. Do not
show the class the
pictures.
-After every page,
pause and have the
students draw what
they think the monster
looks like.
-Reread the book, this
time, showing the
students the pages
-Ask the students if
creating a visual
image helped them
understand the story
better by
understanding what
the monster looked like

Thursday
-Have the students
pick a book of the
shelf and buddy read
to each other. If it is a
chapter book, have
them read only one
chapter.
-Model the activity first.
Pick a book from the
class library and a
student to sit next to.
Read a page of the
book to the student.
Ask the student what is
going on in their head,
and ask the student to
describe it or draw it.
Tell the class after
every couple pages to
ask their partner to
describe with words or
draw their visual
image. Together, pick
a page that was
descriptive to them
and have them copy
a sentence or phrase
onto the worksheet
(attached)
-Then have them
switch jobs, one person
reads and the other

Friday
-Read some two
chapters form Willy
Wonka and the
Chocolate Factory
by Ronald Dahl.
Give some
background
information about
what is going on in
the story. Good
chapter to chose for
this would be when
they enter the
candy garden or
when they are on
the chocolate river.
-Have the students
close their eyes
-When the chapter
is done, ask the
students to describe
what they saw in
their heads
-Ask what the main
idea of the chapter
was
-What were details
that were important,
but not the main
ideas, these details
or parts supported
the main idea

other to highlight
sentences of phrases
that stuck out to them
for their mental images
and draw their own
mental image from the
passage.
-Have the students
return to the circle or
come back together
as a while group. Ask
for student volunteers
to share their mental
images.
About 30 minutes

add to the image or

start a new one
-Then show the
pictures in the book to
the class and discuss
how the pictures in the
book compare with
the pictures the class
came up with.
-Not everyones
pictures in their heads
have to look exactly
alike, they help us
understand what is
going on differently to
everyone

Passages attached

About 20 minutes

-Ask how him

describing the monster
the way he did helped
the story, the purpose
of him doing that
About 20 minutes

person describes their

mental image.
-Come back and have
some students share
their chosen book and
then the phrases or
sentences they chose
from that book that
helped them create
their mental image

-Ask the students to

go back to their
desks and draw their
favorite part from
the book.
About 30 minutes

About 30 minutes

Guided Reading (approximately 15-25 minutes daily for each group) (You will be planning just one group for the week,
based on results of the student assessed that would be grouped with other similar readers)
Objectives Use the book Charlie and the Chocolate Factory by Ronald Dahl to guide reading and comprehension by
making inferences, completing character analyses and summarizing by chapters.
Standards of Learning
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.

d) Develop vocabulary by listening to and reading a variety of texts.

4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
c) Identify the main idea.
d) Summarize supporting details.
h) Draw conclusions/make inferences about text.
i) Make, confirm, or revise predictions.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.
Monday
-Introduce the book
Charlie and the
Chocolate Factory by
Ronald Dahl, and tell
the students what it is
about.
-Allow them to read
the back and make
predications on what
they think will happen
-Give the students new
vocab that they will be
coming across in the
first few chapters, write
this out on a white
board and discuss the
meanings (list
attatched, only 1-7

Tuesday
-Ask students for a
retell of what they
read yesterday and
what they read for last
nights homework
-Were any of their
inferences correct?
-Continue to share
new vocab on the
white board with the
class
-Read Chapter 4
-Complete a
character analysis
together. On the white
board, draw an outline
of a person, and name
him Grandpa Joe."

Wednesday
-Have the students
retell you what they
read last night for
homework, and
answer any questions.
Did they learn
anything else about
Grandpa Joe that they
could add to their
character analysis?
-Read Chapter 6 (this is
a long chapter, have
the students read what
they can in about 1215 minutes)
-By now one (or 2
depending on how far
the readers have

Thursday
-Review the character
charts and the rest of
chapter 6. Was there
anything on other
peoples charts that
they would like to add
to theirs?
-Introduce chapter 7,
more tickets are going
to be found!
-Start reading chapter
7. Have them read for
only about 8 minutes,
stop them and review
vocabulary they do
not know. Some new
words might be
peculiar, document,

Friday
-Review the rest
of chapter 7 and
ask for a retelling
of what
happened
-Complete the
summary by
chapter chart,
model chapter 1.
Review chapter
1, flip through the
pages and
familiarize
yourself with
what happened,
then write down
3-5 sentences of
the main points.

appear in the first two

chapters)
-Read chapters 1 and
2, stopping in between
chapter 1 and 2 and
asking someone to
give you a retell
-Create a list of
inferences of what the
group thinks will
happen next. Use
sheet paper, model
one first. Use
-I think Charlie will get
a chocolate bar for his
birthday because the
book says that it is
what he always wants
-I think Grandpa Joe
will tell more stories
about Willy Wonka
because he really likes
to tell them and
Charlie really likes to
listen.
About 25 minutes
Homework- Read
Chapter 3

Draw lines off him and

label his characteristics
with things we know so
far. (old, stays in bed,
likes to tell Charlie
Stories, is married, is
poor, loves chocolate,
believes in Willy
Wonka, worked at a
toothpaste
factoryect..)
About 25 minutes

gotten) golden tickets

have been found
-Complete another
quick character
analysis on the two
new characters,
Augustus Gulp and
Veronica Salt. Use a
chart to write down
everything they know
about the two
characters (worksheet
attatched)

mystic, precious,
verdict or procession.
-Have them do a 5
finger retell of the
chapter so far

-At the end, ask

the children to
make inferences
about what will
happen next

About 20 minutes

About 20 minutes

Homework- Finish
Chapter 7

Homework- Share
their chapter
summarizes with
someone at
home this
weekend to tell
them what the

About 20 minutes

Homework-Read
Chapter 5

Homework- Finish
chapter 6 and their
character chart

book is about!
Independent Reading (Do not really need to plan, but need to know that it fits into you plan each day and that teacher will
be conferring with students during this time).
Objectives Expand reading knowledge independently
Standards of Learning
4.1 The student will use effective oral communication skills in a variety of settings.
h) Demonstrate the ability to work independently.

Monday
Student will continue
independently reading
throughout the week, I
will check-in and
confer with her
throughout the week
to guide her
independent reading
as well.

Tuesday

Wednesday

Thursday

Friday

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 3040 minutes each day).
Objectives Practice writing skills to become better writers, specifically using building paragraphs and using transitions.

Standards of Learning
4.7 The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.

Monday
-Introduce the topic of
writing paragraphs,
using a central idea.
-The topic will be
favorite places, and as
a class brainstorm
some of their favorite
places on the board,
this will offer some

Tuesday
-Continue working on
the favorite places
topic
-Discuss what a central
idea is, and ask what
the supporting details
would be, in the chart
the central idea would
be what the favorite

Wednesday
-Have one student
share their work, and
as the mini-lesson have
the class ask
constructive questions.
If some students have
never been there
before, they may have
more questions

Thursday
-Have the students
create finish products
of their work. Take their
drafts from their writers
workshop journals and
have them transfer
them onto new paper.
Then, have them draw
a picture to go along

Friday
-Have the
completed book
ready to be shared
-Each student reads
aloud their work
-Students will sit with
post-it note pads.
When they learn
something new or

examples to students
who are stuck. Some
examples might be the
beach, their home, a
waterpark or
amusement park, the
woods
-Model how you pick
reasons for it being
your favorite place
(One of my favorite
places is the beach
because it is warm and
relaxing)
-From that, model how
you build paragraphs
using details
-Pass out the
worksheet attached to
help them get started
-Once they have
completed the chart,
they can move onto
independent writing
and building
paragraphs in their
writers workshop
notebook
-Allow them to write
until time is up,
understanding they
may not be finished
but they will have the
opportunity to finish in

place is and the

supporting details
would be why
-Do a mini-lesson on
adding description to
sentences, adding
sensory details and
more details in general
to paint a better
picture of their favorite
places (this connects
to the visual imagery
done in whole group
reading lessons
-Continue working and
editing their favorite
places pieces, they
can add more
paragraphs and
supporting detauils
-Have students share
their work so far
About 40 minutes

-Then, have the

students get together
with a partner and
read each others work,
and ask some
questions if they have
any, give compliments
or things they can
change
-Then have the
students edit their work
-Have some students
share the changes
they have made
About 30 minutes

with their writing

-Put together a book
to be shared the next
day
About 30 minutes

there is something in
the writing that they
like, they can write it
down. When the
student presenting is
done, they can stick
it in the book under
their writing
About 30-40 minutes

the future
-Ask two students to
share what they have
written or their charts
so far
About 40 minutes

Word Study

The student is a derivational speller based on the spelling inventory assessment that was given. This stage means
that the student is growing in spelling and vocabulary knowledge through derivation- from a single base or word
root, a number of related words are derived through the addition of prefixes and suffixes. She is a strong writer and
speller. She correctly spells words she is familiar with. She is using but confusing some suffixes and prefixes, so this
word study focuses on prefixes and using them correctly, and then further applying them to other words.
Objectives for week Understand how adding a prefix can change the meaning of a base word, and understand that
prefixes can have their own meaning which changes the meaning of the word, specifically when working with the
prefixes in-. un-, dis-, and mis-.

SOLs for week4.4 The student will expand vocabulary when reading
b) Use knowledge of roots, affixes, synonyms, antonyms and homophones
c) Use word reference materials, including glossary, dictionary and thesaurus

Monday
Present the word sort
to the students, have
them cut out the
words and lead the
sort open. (The
students should notice
the prefixes and sort
them by prefixes).
Homework: have the
students practice
sorting the words at
home.

Tuesday
Have the students resort the words. Ask
them what they notice
about the words,
remind them of the
terms prefixes and
base words. Discuss
the meaning of the
words, with the base
word and without.
Have the students
discuss how the prefix
can have its own
meaning that can
change the base
word. This should be a
group discussion. Then,
have the students write
the meaning of the
prefix in their word
study notebook sheet,
and include the words
in their word sort under
each prefix and its
meaning (included
below).
Homework: have the
students sort the words
at home and tell
someone at home (or
a stuffed animal or a
pet) about the

Wednesday
Review the sheet from
yesterday, and review
the meanings of the
prefixes. Then, have
the students go on a
word hunt in a familiar
text and see if they
can find words with
the same prefixes, in-,
un-, mis- and dis-, to
figure out the meaning
of the word. They can
use a dictionary to
figure out meanings of
base words if they do
not know.
Homework: sort the
words and practice
spelling.

Thursday
Have the students
resort the words, and
review their findings
over the last few days
about the meanings of
the prefixes in-, un-, disand mis-, and also how
a prefix can change
the meaning of the
word. Then, give the
students new base
words and their
definition, and have
the students add
prefixes to change the
meaning and define
the new word. Assist
students in choosing a
correct prefix.
Worksheet attached.
Homework: review for
assessment tomorrow.

Friday
Word sort
assessment. Give
a spelling test on
the words from
the word sort, but
add in a section
that addresses
more than
spelling. Since
word study for
derivational
spellers is more
focused on
aspects of
morphology and
how the structure
of words is usually
key to their
meanings, add a
section with base
words, their base
word definition,
and adding a
prefix and asking
what the meaning
would be. This
takes it beyond
spelling.

meanings of the
prefixes.
If planning that child would use word study notebook, show would each page from your assignment would look like for
each day.

insincere uneasy
informal
unaware
infrequent unknown
inexpensive unfasten
dishonest untidy
disbelief
discourage
disorder
misspell
disrespect mistake

misleading
mischief
misfortune
insane