Lesson Plans

Name:

Maddie
Vance
Isaac is a 5th grade student at Riverbend Elementary
school and
enjoys reading about topics he is interested in. He was
cooperative during the QRI assessment and seemed to perform to the best of his ability. For his words in isolation, I started him at
3rd grade, 2 grade levels below where his reading level should be. He already scored only a 65% on this when flashed the words,
and then a 90% untimed. He then again scored a 65% for 4 th grade, and then dropped to an 85% untimed. For 5 th grade, where he
should be, he dropped to a 60% when flashed the words and 80% untimed. This was his frustrational level, but I tried once more
with 6th grade and he scored only a 45% flashed and 70% untimed.
When I came to practicum prepared to do the word recognition in context, my practicum teacher was actually administering
the QRI testing to her students so I got to do this portion with several students in my class. My practicum teacher had a chart
displaying all the students scores from the previous quarter. The scores from this chart determined which story (level) they read
for their test. Since my cooperating teacher knows her students very well, I used the scores she gave me to confirm Isaac was at
4th grade reading level and should be administered the story to read for 4 th grade. Isaac scored 96% for his accuracy, at 93 words
per minute. He scored a 75% for comprehension, answering 6 out of the 8 questions correctly. Based on these findings, Isaac is at
a 4th grade instructional reading level, where his independent reading level is 3 rd grade, and his frustrational level is 5th grade.
Isaac is an avid reader but is below where he should be at his grade level.
For these literary lessons, I chose to work with readings on his independent level, so he can read at home without assistant
and practice the different reading strategies. He needs to be able to comprehend what he is reading, and not read books where
the words are too difficult and he does not understand the context. This assignment was very helpful in preparing me to plan

Whole Group (approximately 20-30 minutes daily)

Objectives
Students will understand questioning and its purpose.
Students will read a story to practice and work on questioning.
Students will understand that questioning can be used for just about anything.
Students will understand how questioning helps with the comprehension of the story.
Standards of Learning
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

l) Use reading strategies throughout the reading process to monitor comprehension.

Monday
To begin the
week, I will
explain to the
class as well as
write on the
board that this
week we will be
focusing on
questioning in
our reading. We
will discuss as a
class how
questioning is a
great strategy
while reading
because it
allows you to
think ahead and
put yourselves
in the
characters
positions. The
teacher will
explain how no
questions are
bad, and there
is no such thing
as dumb
questions.
Reinforce that

Tuesday
Next, students
will perform the
Q food
activity, to get
them thinking
about
questioning
before, during,
and after
reading. The
teacher will
bring in a
package of food
picked up from
the grocery
store that is
unfamiliar to
students.
Introduce the
food to the
students and
allow the
students to
observe it up
close.
On chart paper,
record
questions
students have
about the food.

Wednesday
Thursday
Friday
On the third
To continue
On the final day
day, students
learning about
of the week,
will complete an
questioning, the
students will do
activity about
following day
questioning of
questioning.
the teacher will
their own.
The teacher will
model reading a
Students will
bring in an item
few chapters
read a book
of personal
from a story,
together, with
significance to
and model
the teacher,
them, one that
questioning
and practice
they can talk a
throughout the
using
lot about.
book.
questioning
The teacher will
Students will sit
before, during,
read aloud
in a circle, and
and after
Charlottes
the teacher will
reading.
Web to the
let students
Students will
class, pausing
examine the
start with the
every few
item. The
cover, and the
pages to ask
teacher tells the
teacher will call
questions. She
students how
on a few
will model good
special the item
students for
questions to ask
is to them, but
questions they
such as, Why
no other details,
have about the
did she do
so that
cover. Students
that? or How
questions begin
will then do a
is this conflict
stirring in their
picture walk,
going to end?
minds. The item
and again the
throughout the
is passed
teacher will call
story. She then
around the
on students to
will call on a
circle, and the
share what

these questions
dont always
have a single
correct answer,
but they are
important in
allowing us to
wander about
what the author
was thinking.
In order to get
students in the
mind of
questioning, we
would play the
conversation
of questions
game. Students
would partner
up and have
conversations
with each other
using only
questions. The
teacher will
walk around
and monitor
conversations
as the students
talk.
After several
moments of

What is it?
and Will I like
it? are two
common
questions that
get asked. Once
all questions
are charted,
discuss as a
class how
curious they
were about this
food without
even tasting it.
Tell students
this is what its
like with a book.
Before even
reading any of
the words, you
can already
have so many
questions
formulated
about the story
from just
looking at the
cover. Discuss
how this
questioning
makes you
intrigued about

questions begin
pouring out.
Certain
questions stem
other questions,
and you have
begun a
discussion upon
the wander of
the students.
The teacher
points out to
the students
how easy it is to
come up with
questions about
something you
are unsure
about, and
compares this
to reading a
book. You are
unsure of the
ending, so
questions
should be
occurring in
your mind as
you are reading
naturally.

few students to
ask a few
questions about
the reading.
At the end of
the reading, the
class will
discuss how
questioning
helps them
think deeper
about the story
and helps with
their
comprehension
of what is
happening.

questions they
have from the
picture walk.
Then, students
will begin
reading; sharing
any questions
they come up
with along the
way. After the
story is finished,
students will
share any
remaining
questions they
still have. As a
class, they will
discuss how the
questions they
asked
throughout the
story helped
them have a
better
understanding
of what was
happening.
Without even
realizing it,
students will
realize that
thinking of

conversation,
we will regroup
as a class and
discuss the
kinds of
questions they
asked and any
difficulties they
had. We will
then shift the
focus to
reading, and
talk about
different kinds
of questions we
could ask while
reading. We will
brainstorm
these on the
board as a
class.

the story, and

makes you want
to start reading
right away! This
is a key
strategy when
choosing a
book.

questions
actually made
them think
deeper about
the plot of the
story, and they
will see at the
end of the story
how much more
they remember.
This strategy
will really help
students like
Isaac who are
struggling with
comprehension.

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
Students will read a book at their independent level (James and the Giant Peach by Ronald Dahl) so that students
can comprehend and practice reading strategies.
Students will read first 4 chapters of the story and practice questioning.
Students will expand their vocabulary when reading to better recognize words in isolation as well as words in
context.
Students will understand why authors chose certain words to place in their stories.
Standards of Learning
5.4 The student will expand vocabulary when reading.
1.

a) Use context to clarify meaning of unfamiliar words and phrases.

2.

b) Use context and sentence structure to determine meanings and differentiateamong multiple meanings of words.

3.

c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

4.

e) Use dictionary, glossary, thesaurus, and other word-reference materials.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
I) Use reading strategies throughout the reading process to monitor comprehension.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
5.

e) Describe how an authors choice of vocabulary contributes to the authors style.

Monday
Tuesday
Students in this
For today, we
reading small
will discuss
group will be
chapter 1.
introduced to
Students will
the story James
first share any
and the Giant
questions they
Peach. Guided
had while
reading time for
reading chapter
this week will
1. Then,
be focused on
students will
learning new
share which
vocabulary
vocabulary
while reading as
words they
well as
circled from the
continuing to
reading and as
use
a group, we will
questioning.
use the context
For today, we
clues to discuss
will start with
what the word
the cover, and a
could mean.
chapter walk.
Students will
Students will
then take turns
observe the
using the
cover for a
dictionary to
moment and
confirm that the
each share a
definitions we
question they
decided on as a
have already
group are
about the book.
indeed correct.
Then, students
will be

Wednesday
Students and
the teacher will
then discuss
chapter 2 as a
group. Again,
they will discuss
questions they
had and any
new vocabulary
they
encountered
while reading.
This time, when
they come
across new
words, they will
see if there are
any root words
they notice to
help them
figure out the
meaning. They
will look to their
Latin roots
tree they have
in the
classroom for
assistance in
case they forget
the meaning of
any Latin root

Thursday
On this day,
students and
the teacher will
again discuss
the chapter
read for
homework.
After sharing
questions and
vocabulary, this
time students
will think about
the unfamiliar
words they
circled.
Students will
think why the
author chose
that particular
word to put
there, and how
it shows the
authors voice
and contributes
to the story.
After
determining the
meaning of the
words, students
will discuss
openly as a

Friday
Lastly, students
will talk about
chapter 4 in the
same way they
have been
talking about
the chapters
throughout the
week. Talking
about their
questions and
unfamiliar
vocabulary as a
group. Today,
with the new
vocabulary,
students will
use a thesaurus
and brainstorm
other words the
author could
have used. This
will help
students better
understand the
meaning of the
words as well as
give them a
way to
remember what
words mean by

instructed to do
a chapter
walk of the
book, looking at
each of the
chapter titles
and discussing
any questions
they may have
about what
each chapter
will be about.
After discussing
all questions,
the teacher will
explain to the
students that
along with
questioning,
this week they
will be focusing
on new
vocabulary. The
teacher will
instruct the
students to
circle any
vocabulary that
is new to them
to discuss the
next day. The
teacher will

words. This will

also link back to
their word study
they have been
working on with
Latin roots.
Once they have
discovered all of
the roots they
will again check
the definition of
the words.

group why this

word was used,
how it
contributes to
the story, and
what is says
about the
author.

remembering
the synonyms
that may be
words they are
more familiar
with. Students
will then talk
with the teacher
about why they
think the author
chose the
specific word
they did for the
story. To
conclude,
students will
think back to
the beginning of
the week at the
questions they
asked about
each specific
chapter during
the chapter
walk. Students
will use these
questions to
make a
prediction about
what is going to
happen next in
the book, which

model by
reading the first
page aloud to
the students,
and circling any
words she does
not know. At the
end of the
page, they will
discuss the
words, and the
different ways
to help decipher
the meaning
without looking
up the word. If
context clues
arent
successful,
students will
then look up
word in a
dictionary to
confirm its
meaning.

they will
continue
reading when
they return to
school on
Monday.

Homework- Students
will finish reading
chapter 1 of the story
and write down
questions they have
while reading as well
as any unfamiliar
vocabulary.

Homework-Students
will read chapter 2
and continue to write
down questions and
circle unfamiliar
vocabulary.

Homework-Students
will read chapter 3
and continue to write
down questions and
circle unfamiliar
vocabulary.

Homework- Students
will read chapter 4
and continue to write
down questions and
circle unfamiliar
vocabulary.

HomeworkNo homework- enjoy

the weekend!

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
Students will select a reading book of their choice that is in line with their independent reading level.
Students will confer with their teacher about the book they are reading.
Standards of Learning
5.4 The student will expand vocabulary when reading.
f) Develop vocabulary by listening to and reading a variety of texts.

Monday
Students will
read a book of
choice for 15

Tuesday
Students will
read a book of
choice for 15

Wednesday
Students will
read a book of
choice for 15

Thursday
Students will
read a book of
choice for 15

Friday
Students will
read a book of
choice for 15

minutes each
day. Students
will conference
with teacher
about the book
they are
reading so the
teacher can
check for
comprehension.

minutes each
day. Students
will conference
with teacher
about the book
they are
reading so the
teacher can
check for
comprehension.

minutes each
day. Students
will conference
with teacher
about the book
they are
reading so the
teacher can
check for
comprehension.

minutes each
day. Students
will conference
with teacher
about the book
they are
reading so the
teacher can
check for
comprehension.

minutes each
day. Students
will conference
with teacher
about the book
they are reading
so the teacher
can check for
comprehension.

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for
approximately 30-40 minutes each day). One of 6 traits, or type of writing
Objectives
Students
Students
Students
Students

will
will
will
will

understand the purpose of transitional words and how to use them correctly.
use a variety of prewriting strategies.
write using paragraphs.
revise their writing by adding more details.

Standards of Learning
The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
1.

b) Use a variety of prewriting strategies.

2.

c) Organize information to convey a central idea.

3.

e) Write multiparagraph compositions.

4.

f) Use precise and descriptive vocabulary to create tone and voice.

5.

g) Vary sentence structure by using transition words.

6.

h) Revise for clarity of content using specific vocabulary and information.

7.

i) Include supporting details that elaborate the main idea.

Monday
Students will
begin the week
in writing with a
lesson on
transitional
words. The
teacher will
explain the
importance of
using
transitional
words in writing
and examples of
transitional
words to use.
Students will
need to
understand that
they are not
used
interchangeably,
and that there is
an appropriate

Tuesday
For the second
day, students
will be
instructed to
begin writing a
descriptive
essay on a
topic of their
choice. The
teacher will
explain that a
descriptive
essay is one
that describes
something in
great detail.
Students will
begin
brainstorming
ideas to write
their essays on.
When they
decide on a

Wednesday
Thursday
Today, students
After their
will begin
rough drafts are
writing their
complete,
rough draft.
students will
They will use
spend today
their graphic
editing their
organizer to
papers.
organize their
Students will be
paragraphs and
instructed to
topic sentences.
add more
Students will be
details to their
instructed to
writing, and to
write for 25
do so by adding
minutes, as the
at least 5
teacher comes
transitional
around to
words. Students
answer
will take
questions and
previous
monitor
sentences and
progress.
add on to them,
Students will
or combine 2
use the
sentences
remaining 15
already written

Friday
It is understood
that students
will rarely finish
a writing piece
in just a weeks
time, but those
that believe
they are ready
for a final draft
maybe begin
working on it
today. Everyone
will continue
writing, and at
the end of class,
we will save
about 10
minutes for
students to
share their
stories if they
would like.
Students will

time for each

one to be used.
After giving a
few examples of
sentences
needing a
transitional
word, students
will complete a
worksheet (see
attached) on
their own to
practice adding
transitional
words to
sentences.
When students
have completed
the worksheet,
we will go over it
as a class. The
teacher will call
on individual
students to
share their
responses until
they get through
the whole
worksheet.
Students will
hand in the
worksheet to the

topic, they will

be instructed to
create a
graphic
organizer to
organize the
layout of their
paper. Students
may use
whichever
format for their
organizer that
they wish, as
long as it
includes an
introduction, 3
supporting
paragraphs,
and a
conclusion.
Students will
use todays
class to chose a
topic and finish
their prewriting
so they can
begin writing
tomorrow.

minutes of class
to brainstorm
descriptive
vocabulary they
can add to their
writing to make
it sound better.

with a
transitional
word. Teacher
will monitor
progress around
the room and
assist if
necessary.

turn in their
work from the
week to the
teacher in the
classwork bin
for a grade.

teacher in the
classwork bin.

Directions: Circle the best transitions from the choices in parentheses. Be prepared to explain your answers. Pay
attention to punctuation in addition to meaning. For added practice, substitute other possible transitions in the
sentences below.
1. I would like to see you tomorrow, (so/ however/ again) lets have lunch together.
2. My sister loves to eat, (finally/ moreover/ but) I dont care much about food.
3. That restaurant is awful. Yesterday, (and/ for example/ however), I found a bug in my soup. 4. She felt exhausted;
(therefore/ nevertheless/ whereas), she took a nap.
5. He expected to do well on the test, (and then/ in brief/ for) he had studied diligently.
6. John eats five big meals a day; (as a result/ despite this/ hence), he never gains weight.
7. Josephine ate too fast. (Consequently/ Likewise/ In contrast), she had indigestion.
8. I was watching the game; (furthermore/ meanwhile/ first), the soup boiled over.
9. The musics too loud. (Besides/ In fact/ Although), its making the windows rattle.
10. This morning, I will be in Dayton. (In effect/ Above all/ Later), I will be in Xenia.
11. I like to read; unfortunately, (so/ soon/ though), I hardly have any time to read for fun.
12. Before I wrote the research paper, I read five books; (in addition/ on the contrary/ yet), I scanned seven magazine
articles and interviewed two experts on the topic.
13. First, Hank went to the store; (even though/ then/ third), he visited his sister for an hour.
14. (Obviously/ Because/ As proof), these pants are too long; (instead/ for/ thus), they will need
to be altered before I can wear them.
15. Please, dont forget the cat food and juice. (Nevertheless/ Furthermore/ For instance), bring the paper plates,
napkins, and cups for the picnic.
16. I enjoy learning; (to conclude/ in a way/ most of all), I like to learn new facts about nature. 17. Barbara, (without a
doubt/ yet/ plus), is the best student in the class.

18. He concluded like this: (Soon/ Next/ To sum up), theres no business like show business. 19.. I hate intolerance;
(still/ that is/ to repeat), I try not to become bitter when I see it.
20. She had looked for a job for months. (Formerly/ Finally/ Before), she found one.