Literacy Lesson Plans

Name__Stormey Wright__
Lori is in the fifth grade, and she is a fluent reader. The Qualitative Reading Inventory that was conducted on Lori showed that her
instructional level for word recognition in isolation lies in between level 6 and Upper Middle School. Lori correctly recognized 100% of the level 3
and 4 words that were flashed in front of her. During the level 5 assessment, which correlates with her grade level, Lori recognized 95% of the
words that were flashed and 100% of the words that were untimed. Therefore, Lori is at an independent level with words in isolation in levels 3
through 5. In the level 6 word list, however, she only recognized 80% of the flashed words and 85% of the untimed words. Finally, Lori recognized
75% of the flashed and untimed words in the Upper Middle School list. If she did not know the words when they were flashed, she could not
recognize them when they were untimed.
In order to assess Loris word recognition in context, rate, and comprehension, the level 5 reading passage, Farming on the Great Plains
was given to her. The student read the entire passage (334 words) in 136 seconds. She had a total of ten miscues: six substitutions, three selfcorrections, and one omission. She also repeated two words or phrases. However, these repetitions were just noted and not counted as errors.
Thus, her word recognition in content is 97% in the fifth level of the QRI, which suggests that this is Loris instructional level. Also, Lori read 344 in
156 seconds, which means that her reading rate is 132 words per minute (WPM). This is average for fifth grade, as students typically read between
100 and 150 WPM. With the miscues added in, however, Loris correct WPM equals 128 correct words per minute (CWPM). This still leaves Lori in
the average reading rate for fifth grade. Even though the level 5 reading passage is Loris instructional level for words in context and rate, her
comprehension is at a frustration level. Out of eight comprehension questions that followed the passage, she was only able to correctly answer
three questions (37.5%).
In response to her extremely low comprehension level, the fourth grade reading passage, Tomie dePaola, was conducted with her. She read
this passage (349 words) in 137 seconds. She had 8 errors: six substitutions, one omission, and one self-correction. She also repeated phrases
twice, but this was not counted as an error. Her word recognition in content rate was 98%, which suggests that the fourth grade level is her
independent level. Her reading rate for this passage was 153 WPM. This is slightly above average for fifth graders. Finally, Lori scored much higher
on this set of comprehension questions. She correctly answered 6 out of the 8 questions, which is 75%. Therefore, the fourth grade level is Loris
instructional level for comprehension. Even though Lori is at the fifth grade instructional level for word recognition in context and rate, it would be
best to start Lori at the fourth grade reading level because she seems to be struggling in comprehension. This is a flexible grouping; therefore, she
can be monitored and moved to another group when necessary.

Whole Group (approximately 20-30 minutes daily)

Objectives
The students will use schema and evidence to make an inference on objects, song lyrics, poetry, and texts.
The students will listen and contribute to discussions, draw conclusions, and share responses in partners, small group,
and whole group settings.

Standards of Learning

English 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
a) Participate in and contribute to discussions across content areas.
c) Summarize information gathered in group activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
English 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction,
and poetry.
a) Describe the relationship between text and previously read materials.
i) Draw conclusions and make inferences from text.
l) Use reading strategies throughout the reading process to monitor comprehension.
Monday

Tuesday

Wednesday

Thursday

Friday

The Great Garbage

Mystery
Fill a trash bag with
(clean) discarded items
from your home. Bring
the bag to class.

Who wears this shoe?

Bring in an interesting
shoe. Because all
students have schema
for shoes, they should
be able to quickly make
inferences.

Lyrical Inferring
Play the song Halley
Came to Jackson by
Mary Chapin Carpenter.
Have a discussion
about what the
students think the song
is talking about and
allow them to make any
connections (using
their schema).

Formulating
Inferences
Show and discuss
Formula for
Inferring (see
Appendix C).
(McGregor, 2007)

Character Sketch
Read aloud Mr.
George Baker by
Amy Hest.

Tell the students a story:

There is a house on my
street that puzzles me.
Someone must live
there because
sometimes lights are
turned on, sometimes
the garage door is
raised, and so on, but
Ive never seen anyone
around. I am just so
curious about these
people. How many
people live in the house?

Draw students in close

and pull out the
interesting shoe. Ask the
students, What do you
think about the person
who owns this shoe?
Pass the shoe around so
students can touch it,
view it, smell it, etc.
Have one student make
an inference about the
person who owns the
shoe (McGregor, 2007).

Put the lyrics to the

song on the projector
and give students
sticky notes. Refer to
the thinking stems
poster and tell students
to use them to make an
inference about one
part of the song.

Inference Poetry
Give each student a
copy of the poem A
Taste of the Good
Life (see Appendix
D). Also give each
student a copy of
the Inference Poetry
worksheet (see
Appendix E)
(Bridget, 2014).
Read the poem

Make a chart with

Mr. Bakers
description,
actions, and
dialog on left. On
the right, write
down the
students
inferences based
on the examples
provided from the
text on the left.
Next, each
student should
use the

Are they old? Are they

young? What are they
like? Why are they so
mysterious? Well today
is my lucky day because
I am going to get some
answers! On my way to
school, I noticed a trash
bag in their yard by the
road, so I hopped out of
my car and took it! I
figured it was my only
chance to find
something out about
these people. So for
class today, we are
going to examine the
evidence inside the
trash bag to make
inferences about these
mystery people.
However, we cannot
simply make random
guesses. Every inference
must be directly
supported by evidence
in the bag, because the
definition of an inference
is a conclusion reached
by evidence and
reasoning (McGregor,
2007).
Before you reveal the

Show the worksheet

(see Appendix B) and
use that students
inference to model how
to cite evidence that
backs up the inference.
Remind the students to
use their schema (prior
knowledge) and
evidence in order to
make a good inference.
Let students work in
groups of 2-3 to fill out a
sheet where they list
their inferences and
evidence.
Come back together and
discuss each groups
inferences. Point out
how there were many
different inferences
among the groups. This
is because everyone has
his/her own schema or
experiences.

Remind them that they

must have evidence in
the lyrics to back up
their inferences. Model
how to make an
inference using the first
line or stanza of the
song. Then, have
students write their
own inferences on a
sticky note and let
them stick it near the
part of the song from
which they got their
evidence.
Conduct a class
discussion, pointing out
students schema,
evidences, and
inferences.

aloud to the class.

Then, the students
should read the
poem individually.
They are to fill out
the worksheet by
using text clues
from the poem and
their background
knowledge (schema)
to make an
inference about
what the poem is
describing.
Finally, have a class
discussion on the
different inferences
made, paying
attention to the text
clues and schema.

description,
actions, dialogs,
and inferences to
create a character
sketch of Mr.
Baker. Provide
students with
paper, colored
pencils, and other
materials.
Finally, have
students share
their work.

items in the bag, discuss

the thinking stems for
inferring in order to
guide the students
thinking. Hang the
thinking stems for
inferring poster in the
front of the room (see
Appendix A):
-My guess is
-Maybe
-Perhaps
-It could be that
This could mean
I predict
I infer

Reveal one piece of

trash at a time. Have
students turn and talk to
a partner to discuss
inferences.
Come back together and
have the students share
their inferences. Create
a poster on chart paper
that has two columns.
Inferences on the left
and Evidence on right.
Record the students
inferences and evidence
throughout the
discussion. Briefly tell
students that their

schema (background
knowledge/prior
experiences) in addition
to evidence helps them
make a good inference.
This will be discussed
more throughout the
week. As the students
share, lead a discussion
on how the strategy of
inferring helped them
comprehend and come
to conclusions.
Bridget. (2014, October 1). Making inferences with poetry. Retrieved from http://www.upperelementarysnapshots.com/2014/10/makinginferences-with-poetry.html#.VSQyE0um1Oq
Hest, A. (2004). Mr. George Baker. Somerville, MA: Candlewick.
McGregor, T. (2007). Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann.

Guided Reading
Objectives
The students
The students
The students
The students
The students
The students
The students

will
will
will
will
will
will
will

determine the importance of a text.

make predictions about a text.
summarize a text.
learn new vocabulary.
practice reading with fluency.
make connections to a text.
use questioning skills to deepen their understanding of a text.

Standards of Learning
English 5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
f) Develop vocabulary by listening to and reading a variety of texts.
English 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.

g) Identify main idea.

h) Summarize supporting details from text.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
Monday
Introduce the book Hound
Dog True by Linda Urban
(level R):
Have the students
predict what the title
means. This will be
revisited when the
saying is mentioned in
the book.
Give an introduction of
the text: Hound Dog True
is about a young girl,
Mattie, who has moved
from place to place with
her single mother. This
book begins with them
moving to her Uncle
Potlucks place so they
can help him when he has
knee surgery. Uncle
Potluck is the janitor of
Matties new school,
where she will be
attending fifth grade.
Mattie has had trouble
making friends at all the
schools she has attended;
so in order to save herself
from the embarrassment,

Tuesday

Wednesday

Thursday

Friday

Review chapter 1
and the created title.

Review chapter 2 by
discussing the
summaries and titles.

Review chapter 3.

Review chapters
4 and 5 and the
importance of
them.

Before reading,
introduce some
vocabulary:
Traitorous:
relating to the
act of betrayal
Layoffs: the
temporary or
permanent
termination of
jobs
Apprentice: a
person who
learns a skill
from an
experienced
employer
Have students
(silently) read
chapter 2 (p. 7-11).
The students are to
write down twothree sentences

Tell students they will

be (silently) reading
chapter 3 today (p.
12-16). Instruct them
to use context clues to
figure out unknown
words. If they cannot
figure out the word,
tell students to use
the provided index
cards to write down
the unknown
vocabulary words.
Students who finish
early are to reread
chapter 3 to enhance
fluency.
After reading,
students will draw a
picture that portrays
the important

Have students
(silently) read
chapters 4 and 5 (p.
17-22). Use the same
index cards to write
down any confusing
vocabulary (see
previous day).
Students who finish
early should reread
the chapters to
increase fluency.
Listen to individual
students as they read
to monitor their
fluency.
These two chapters
are about Mattie (the
main character)
feeling inferior and
scared. Therefore,
after reading the

Discuss questions
the students
could ask
themselves while
reading. Use the
prompts:
Im curious
about
I wonder
why
What
How
Students will
(silently) read
chapter 6 (p. 2326). Provide
students with
blank paper so
they can write
down questions
they asked

Mattie decides to become

her uncles custodial
apprentice. She thought
it would be better to
spend her extra time at
school (recess, lunch,
etc.) with her uncle rather
than take the chance of
being made fun of.

Read the introduction

provided in the book
(before Chapter 1).
Then, have students
answer the last
question in the
introduction: What did
Mattie have to say that
would interest the
moon? The students
should answer the
question on a sticky
note and place it on
that page. They may
refer to their prediction
later in the lesson or
later in the week.

Because the chapters do

not have titles, we will
use this to determine
important parts of the
text. After each chapter,
the students will use the
important information to
create a title.

summarizing the
important parts of
the chapter. Then,
they are to come up
with a title for the
chapter. Blank paper
should be provided.
Sticky notes will also
be available for
students to write
down their title and
place at the
beginning of the
chapter.
Listen to individual
students as they
read to monitor their
fluency.
The students who
finish early are to
reread the chapter
to practice fluency.
Have a discussion
about the students
summaries and
titles.

information in the
chapter. The students
will use the important
information and
picture to create a
title, which they will
write at the top of
their picture. Blank
paper and colored
pencils will be
provided. Once a title
is created, students
should use a sticky
note to write the title
and place it at the
beginning of the
chapter.
Have students share
their pictures as they
discuss the important
information of the
chapter.
Finally, acknowledge
any unknown
vocabulary.

students will
determine the
importance the two
chapters, come up
with a title, and make
a connection (to-self,
to-text, or to-world).
Just like the previous
days, the students will
write their title on a
sticky note and place
it at the beginning of
chapter 4.
Discuss the
connections.

themselves while
reading.
Students who
finish early are to
reread chapter 6
to enhance
fluency.
Have students
share their
questions. Based
on the questions,
transition the
discussion to
focus on the
important parts
of the chapter. As
a group, come up
with a title. Each
student should
write the title on
a sticky note and
place it at the
beginning of
chapter 6.
Continue with
guided reading
lessons based on
this book into the
following week

Model how to do this by

reading the first chapter
(p. 1-6) and creating a
title with the students.
Hold a discussion about
the important parts of the
chapter. Ask questions
like:
What is the chapter
mostly about?
What information
best supports that
idea?
The most important
thing to remember
is
Use this discussion to
come up with a title. Write
the title on a sticky note
and place it in the book at
the beginning of the
chapter. Each student
should write the title and
place the sticky note in
his/her book as well.
Urban, L. (2011). Hound dog true. Boston, MA: Harcourt Childrens Books.

Independent Reading
Objectives

The
The
The
The
The

students will independently read a book that is of their choice but also of their appropriate reading level.
students will read silently for a sustained period of time.
students will summarize or paraphrase their reading (characters, plot, main ideas, points of view, sequence, etc.).
students will read independently to work on fluency and accuracy.
student will portray comprehension of their reading through meetings with the teacher.

Standards of Learning
English 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.

Monday

Tuesday

Wednesday

Thursday

Friday

For 30 minutes each

day, students will read
a book of their choice.
However, this book
must be within their
appropriate reading
level. The teacher will
confer with each child
throughout the week to
perform assessments.

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately
30-40 minutes each day).

Objectives
The students will gain knowledge of the different criteria for effective persuasive writing.
The students will use a graphic organizer to help organize their ideas.
The students will work in small group and pairs to brainstorm ideas and organize them into an argument for class
discussion.
The students will apply their knowledge of persuasive writing to create their own persuasive essay that takes a stance
and portrays reasoning in a clear, logical sequence.
The students will analyze the work of others to see if it contains effective persuasive criteria.
Standards of Learning
English 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.

Monday

Tuesday

Wednesday

Thursday

Friday

Ask students if zoos are

good or bad for animals.
Hold a brief discussion.

Review persuasive
writing, such as its
definition, list of opinion
words, and reasons for
arguments or EVIDENCE
(like we have been
talking about with
inferring).

Read an open-ended
question from Why We
Must Run With Scissors
by Gretchen Bernabei.

Remind students of
criteria, opinion
words, and
transitional phrases
for persuasive
writing.

Give students the

Persuasive Essay
Peer Checklist (see
Appendix G). Go
over the checklist
and expectations.
Review any
persuasive writing
criteria that may be
necessary for
students to

Read the mentor text

Zoochosis from Should
There Be Zoos? A
Persuasive Text by Tony
Stead and Judy Ballester.
Ask the students if this
passage persuaded their

Ask for outrageous

opinions like We should

Discuss the worksheet

the class used to write
the persuasive essay
the day before and
reiterate important
criteria for a good

Students should use

the worksheet from
previous day to
write their own

opinion on zoos. Ask

why or why not.
Describe persuasive
writing as trying to get
your audience to take
your side or to defend
your opinion.
Incorporate criteria for
good persuasive writing
into the discussion of
the text by using a
criteria chart (which will
be already made on
chart paper):
The author captures
the readers
attention.
The author clearly
states his/her
opinion.
The author supports
the opinion with
convincing reasons
and arguments.
The reasons are
organized in a logical
order with the
strongest reason last.
Reasons are
supported with
explanations, facts,
opinions, and details.

always have ice cream

for breakfast or
Children should be able
to drive cars. Listen to
the students responses
and pick the craziest or
most interesting one.
Engage in an interactive
writing activity on chart
paper to model how to
write a good persuasive
essay. First, give each
student a copy of the
Persuasive Writing
worksheet (See
Appendix F). Use the
outrageous opinion
selected from the class
discussion. Have
students work in small
groups to come up with
supporting reasons.
Bring the class back
together and choose
three supporting
reasons to use. Decide
the level of importance
for the reasons because
the strongest reason
should go last. Come up
with evidence,
examples, or details for
each reason.

persuasive writing
(refer to chart).
Have students work in
pairs to take a stance
on the question asked
from Why We Must Run
With Scissors and come
up with reasons using
evidence, examples, or
details in order to fill
out the sheet. Even
though they will be
working in pairs, each
student should fill out
their own worksheet.
As a whole class, ask a
few students to share
their ideas.

persuasive essay.
This may take more
than one day.

successfully
complete the peer
evaluation.

Walk around the

room and scaffold
students thinking
and writing.

Have students work

in pairs to revise
another students
work using the
checklist.
Continue this
writing assignment
into the following
week.

The writing includes

opinion words (best,
worst, good, bad,
believe, suggest,
think, etc.).
The writing has a
strong ending and a
call to action.

Next, model good

thinking strategies as
you write the (SHORT)
essay with the students.
Be sure discuss
transition words, such as
first, next, second,
finally, most important,
best of all, etc.

Stead, Tony. (2000). Should there be zoos? A persuasive text. New York: MONDO Publishing. Retrieved from
http://www.mrcampbellsclass.net/uploads/1/3/9/4/13948478/should_there_be_zoos.pdf

Appendices

Who Wears This

Shoe?
Inference

*Schema

Evidence

Persuasive Essay Peer Checklist

Writer:_________________________ Evaluator:_________________________
Introduction
Captures attention.
yes no
Contains a clear opinion statement (thesis)

yes no

Opinion Statement: ______________________________________________________

Body Paragraph #1

Contains a clear topic sentence

yes no
Clearly states the reason (supporting argument). yes no
What is the reason?
Contains at least three pieces of evidence to support the reason. yes no
Contains opinion words (best, worst, good, bad, believe, suggest, think, etc.) yes no

What is the 3 pieces of evidence?

1.
2.
3.
Body Paragraph #2
Contains a clear topic sentence

yes no

Clearly states the reason (supporting argument). yes no

What is the reason?
Contains at least three pieces of evidence to support the reason. yes no
Contains at least three pieces of evidence to support the reason. yes no

What is the 3 pieces of evidence?

1.
2.
3.
Body Paragraph #3

Contains a clear topic sentence

yes no
Clearly states the reason (supporting argument). yes no
What is the reason?
Contains at least three pieces of evidence to support the reason. yes no
Contains at least three pieces of evidence to support the reason. yes no

What is the 3 pieces of evidence?

1.
2.
3.
Transitions
The reasons are organized in a logical order with the strongest reason last. yes no
The body paragraphs have transitional phrases, such as first, next, second, finally, most important, best of all, etc.
yes no

 Conclusion Paragraph
Restates the opinion statement in different words. yes no
Includes a summary of the reasons (supporting arguments).
yes no
Ends with a powerful statement or a call to action. yes no

Organization:
The order of the arguments (reasons) is appropriate and sensible. yes no

What is the best part of this writing? Why? ____________________________________

________________________________________________________________________

________________________________________________________________________

Make one specific suggestion for improvement: _________________________________

________________________________________________________________________

________________________________________________________________________