Literacy Block Lesson Plan (90 minutes Plus)

Grade Level: 4
A. Common Core Objectives (covered by the entire Reading Block)
Phonics and Word Recognition:
o CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
o CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency:
o CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-LITERACY.RF.4.4.A
Read grade-level text with purpose and understanding.
o CCSS.ELA-LITERACY.RF.4.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
o CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
B. General Objectives
Fluency
o Students will be able to
Make inferences before, during, and after to extend ideas beyond the text.
Use text structures to improve comprehension.
Use context clues to clarify understanding.
Clarify and extend ideas through discussions and activities.
Restate key ideas.
Paraphrase/summarize information in a text.
Vocabulary
o Students will be able to
Interpret the meaning of unknown words by using context clues.
Use resources such as a dictionary and thesaurus to expand understanding of text.
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Literacy Block Lesson Plan (90 minutes Plus)

Grade Level: 4

C.

Determine the meaning of unfamiliar words in text by using prior knowledge.

Comprehension
o Students will be able to
Discuss plot and subplot.
Skills Addressed
Inference Skills
Fluency
Phonemic and Phonic Awareness
Reading comprehension
Critical Thinking

Literacy Block Lesson Plan (90 minutes Plus)

Grade Level: 4

90-minutes daily

Time

Class Configuration

30-45
minutes

Whole Group

45-60
minutes

Differentiated Instruction- Small

Groups (5 Groups of 5): Literary
Centers
15
C1
C2 C3
C4
min
per
center

Monday

Instruction

G1*

G2

G3

G4

Examples of Teacher-Led Instruction

Implement Comprehensive Core Reading
Program (CCRP)
Phonemic Awareness
Blending and segmenting word parts
and sounds in words
Phonics & Fluency
Letter-sound correspondence
Blending words
Choral reading decodable book
Vocabulary and Comprehension
Robust vocabulary instruction
Pre-reading strategies
During reading strategies
Post reading strategies
Implement CCRP resources and
supplemental and/or intervention
materials/programs: Literary Centers
C5

G5

Inference Corner (Center 1): The Inference

Corner game is meant to sharpen students;
inference skills. During the game, students read
scenarios and deduce the correct inference.
They are given the opportunity to debate the
correctness of their answers. And, this
discussion portion will allows students playing
the game to keep each other accountable for
thinking critically about an inference solution
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Literacy Block Lesson Plan (90 minutes Plus)

Tuesday
Wednesday

(45 minutes of Literary Centers and 7.5 minutes

before and after to get situated and clean up)

Grade Level: 4

G3

G5

G4

G1

G5

G2

G1

G3*

G2*

G4

before recording their final answers. However,

if students disagree on a solution even after
discussion, they are free to record what they
think the final correct answer is on their
individual Student Answer Sheets. The
teacher will reference these answer sheets to
understand the progress of each students
inference skills.
Choice Board Activity (Center 2): The activity
is based on a class-required, unit book that all
students have read. Students are required to
choose two spaces that they prefer and
complete those activities. Activities in the
spaces include writing a song that summarizes
the story, creating a map showing each of the
settings (or route) taken by the main character
in the book, reenacting your favorite part of
the book, remembering to pay attention to the
emotions and speech of the specific scene, and
creating a crossword puzzle of at least 15 new
words that the students encountered while
reading the book.
Monitor and Fix (Center 3): In pairs, students
review characteristics of a good reader (i.e.
previewing text, making inferences while
reading, visualizing or creating mental images
while reading, etc.). They also review how to fix
their reading strategy (i.e. rereading, adjusting
reading rate, identifying unknown words and
using context clues or dictionary to familiarize
them, etc.) Then, one student reads while the
other records the reading (i.e. misreading
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Literacy Block Lesson Plan (90 minutes Plus)

15 minutes

Thursday

G2

G3

G4 *

G5

G1

Friday

Grade Level: 4

G4

G5*

G1

G2

G3

Immediate Intensive Intervention

Groups receive additional time, and very
explicit instruction to meet their intensive
intervention needs on a daily basis.

words) and asks questions about

comprehension to check for understanding.
This feedback will be given and student will
reread to make improvements.
Story Fragments Comprehension (Center 4):
There are 10 to 15 sentence strips. Each
sentence strip is part of a larger story. Students
are required to organize the sentence strips in
their correct order in order to create a logical
story.
Listen and Draw (Center 5): Students will
listen to a story (audio). Then, they draw what
they think was the climax of the story. Below
their pictures, students will write a description
of the climax picture they drew.
Apply blending words previously taught
in complete sentences that include
known high frequency words
Apply blending strategies using
decodable text gradually releasing
teacher support.

*Groups with the asterisk next to the group number is the group that the teacher will be looking over that day
(monitoring progress and student collaboration)
By the end of the week students will have completed each learning center three times.