Mondays Instructional Plan for Fourth Graders

Time

Activity

Teachers Role

Students Role

9:00- 9:20

Class read aloud

Teacher will read aloud

the book Wonder. The
teacher will stop
periodically to ask
students questions such
as, Why did you think
Jack Will would say that
stuff to Julian about
Auggie when it isnt
true? Teacher will also
ask students to use
evidence from the book
to support their answers.

Students will sit on the

rug while attentively
listening to the teacher
read aloud. Students
will actively participate
in answering questions
using specific detail
from the book to
support their answers.

9:21-9:35

Class discussion of read

aloud

At the end of the

chapter, the teacher will
ask the students to turnand-talk about what
they have heard from
this chapter. After a
minute, the teacher will
redirect the students
attention and ask
students to share what
they discussed in their
turn-and-talk and what
they found interesting in
the book.

Students will actively

participate in a studentled turn-and-talk about
what they have just
heard from the book.
Students will then share,
when called on, what
they discussed or found
interesting about the
book using supporting
detail. Students may
also connect anything
from the book to
another book, real-life
or themselves.

9:36-9:45

Reading mini-lesson

Teacher will conduct a

mini-lesson about
inferencing. Teacher
will have a discussion
with the students about
inferencing followed by
showing examples of
inferencing from the
book Wonder.
Discussion and
determining what the
author was trying to say
will take place.

Students will intently

listen to the teacher as
she teaches them about
inferencing. The teacher
will give examples of
inferencing from the
book Wonder and
students will determine
what the author was
trying to get across by
saying this. Students
will actively take part in
the mini-lesson and
discussion.

9:46-10:00

Independent work from

mini-lesson

Teacher will give the

students a packet
containing different
short paragraphs.
Teacher will observe the
class as they work on
this packet. Teacher will
confer with any student
who may be struggling
with the concept of
inferencing.

Students will receive a

packet containing
different short
paragraphs with
different lines in it
numbered. Students will
determine what the
author meant for each
numbered sentence.
Students will work
silently and
independently, getting
through as much of the
packet is possible. If
completed, students will
read their independent
reading books silently.

10:01-10:20

Independent reading

Teacher will model her

reading to the class as
they read silently.
Teacher will observe the
class reading. Teacher
will provide guidance to
anyone who is
struggling in
comprehension or with
word recognition.

Students will read their

chosen independent
reading book silently
anywhere they are
comfortable in the
classroom. Students will
continually write down
notes about connections,
feelings and what they
found interesting about
the book.

10:21-10:35

Word Study

Teacher will provide

students with several
words that have the
same pattern or follow
the same rule. Teacher
will begin discussion by
having students figure
out the pattern. Teacher
will explain the pattern,
followed by taking
questions. Teacher will
do a couple more
examples to ensure the
students understand that
pattern or rule.

Students will actively

participate in the
discussion by trying to
figure out the pattern or
rule of the words on the
board. Students will
listen to their peers
responses and the
explanation of the
pattern or rule shown.
Students will actively
continue to be involved
in the word study by
thinking and discussing
the pattern or rule
shown in the words
given and giving
examples of other words
that can be included.

10:35-10:44

Writing mini-lesson

Teacher will discuss the

different between
opinion and fact.
Teacher will explain that
with any opinion, there
should be evidence to
support why someone
thinks this way. Teacher
show a line or two from
the book Wonder and
give her opinion using
support detail from the
book. Teacher will then
show another line or
two and call on students
to give their opinion
with supporting detail.

Students will silently

listen to the lesson while
also actively
participating. Students
should all know the
difference between fact
and opinion. Students
will actively participate
in discussion and give
their opinion using
supporting detail from
the book. The book may
need to be passed
around to reference
back to if needed.

10:45-11:00

Independent work from

mini-lesson

Teacher will give the

students a packet
containing different
short paragraphs.
Teacher will observe the
class as they work on
this packet. Teacher will
confer with any student
who may be struggling.

Students will receive a

packet containing
different short
paragraphs with
different lines in it
numbered. Students will
state their opinion using
supporting detail from
the paragraph. Students
will work silently and
independently, getting
through as much of the
packet is possible. If
completed, students will
write silently in their
writers notebook,
continuing the last text
they had begun.

Tuesdays Instructional Plan for Fourth Graders

Time

Activity

Teachers Role

Students Role

9:00- 9:15

Literature circle
discussions

Teacher will monitor

students discussions
from afar and listen in
for key concepts from
the book being
discussed. (Choice of
books when first
beginning literature
circles and students
decide which book they
would like read; will
have a few of groups).

Students will lead a

discussion on the
specific book they are
reading, discussing key
concepts and what they
found interesting about
the book. Discussion is
not aimed at one
specific topic.

9:16-9:30

Classroom discussion of Teacher will begin a

literature circles
discussion of the books
being read by each
group with a general
question. Teacher will
guide the discussion by
adding in different
transition questions or
comments.

Students will actively

participate in a class
discussion regarding
their specific books they
are reading. Students
may also use certain
examples and
descriptions from the
books to support their
comments.

9:31-9:45

Guided reading

Teacher will gather a

small group of students
along with texts that
may be challenging to
them as they carefully
read and discuss the text
in order to comprehend.

A small group of
students will work with
the teacher to uncover
the meaning of
challenging texts by
using different reading
strategies.

9:46-10:00

Independent reading

Teacher will model her

reading to the class as
they read silently.
Teacher will observe the
class reading. Teacher
will provide guidance to
anyone who is
struggling in
comprehension or with
word recognition.

Students will read their

chosen independent
reading book silently
anywhere they are
comfortable in the
classroom. Students will
continually write down
notes about connections,
feelings and what they
found interesting about
the book.

10:00-10:30

Investigations

Teacher will provide the

students with
Chromebooks or
appropriate texts from
the library so that
students can research
information based on
their chosen topic.
Teacher will provide
guidance and support
for students researching
it.

Students will use

Chromebooks or
appropriate texts to
research a topic of their
choice. Students will
create questions
regarding the topic and
research them to add
into their writing to
better explain their
topic.

10:00-10:30

Conferencing

While students are

investigating, teacher
will meet one-on-one
with students to discuss
their topic and research.
Teacher will provide
feedback to the students
thinking and help them
further their research.

Students will meet with

the teacher to discuss
progress being done
with their research.
Students should take
any feedback from
teacher and add it into
or revise their writing.

10:31-10:45

Guided Writing

While investigations are

still being done, the
teacher will meet with a
small group of students
to develop and review
techniques when writing
texts about different
genres.

A small group of
students will meet with
the teacher to learn and
review different
conventions of writing
in different genres.

10:46-11:00

Independent Writing

Teacher will give

guidance and support to
students as they revise
and publish their writing
pieces. Teacher will give
feedback to students
when revising.

Students work in the

writers notebook to
draft, edit, revise or
publish writing pieces.
Students may
conference with the
teacher about grammar
and comprehension if
necessary.