Lesson Plans

Name ____Ellena Hull________

The student completed the pre-primer 1 and 2, primer, first, second, and third grade words read in isolation lists, as well as the primer, first, and second
grade reading passages. She received a 95% for PP1 words in isolation, a 90% for PP2 words in isolation, 85% for primer words in isolation, 80% for first
grade words in isolation, and a 65% for second grade words in isolation revealing that this would be her frustration level. I determined that her
instructional level was PP2 because she scored a 95% untimed and her frustration level would then be second grade because she scored a 65% on her
flashed score and a 70% untimed. When thinking about reading comprehension passages, I started the student with the first grade reading passage,
moved to the primer reading passage, and then the second grade reading passage based on her word recognition. On the first grade reading passage
she scored a 94% on words read in context, scored a 4 out of 6 on comprehension and completed the passage at a rate of 44 words per minute. When
she read the primer passage she also scored a 94% on words read in context, completed 6 out of 6 comprehension questions correctly, and completed
the passage at a rate of 70 words per minute. The last passage she read was the second grade reading passage where she scored a 93% on words read
in context, completed 6 out of 8 comprehension questions correctly, and read at a rate of 66 words per minute. I found that her independent level was
primer based on her score of 85% on the WRI and a score of 94% on Words Read in context, her instructional level would then be first grade based on
her score of 80% on the WRI and 94% on Words Read in context, and because she scored a 65% on the WRI at the second grade level and a 93% on
Words Read in context second grade would be her frustration level.
Whole Group (approximately 20-30 minutes daily)
Objectives The students will use visualization to understand the text.
Standards of Learning Reading 2.8
The student will read and demonstrate comprehension of fictional texts.
c) Ask and answer questions about what is read.
e) Describe Characters, setting, and important events in fiction and poetry.
Reading 2.9
The student will read and demonstrate comprehension of nonfiction texts.
c) Ask and answer questions about what is read.

Monday

Tuesday
Mini-lesson: Introduce the
Mini-lesson: Remind
topic by having students lay
students about listening
on the floor with their eyes
and then drawing a picture
closed and listen to music of
of visualizing. Ask students
mountain streams. Ask them
to brainstorm why they
to listen carefully and see
think it is important to
what kind of picture comes to
visualize the text. Guide
their mind.
the understanding that
mental images or pictures
Practice: Once the students
have listened have them draw help them understand the
story and make
a picture of what they saw in
their mind.
connections to help them
remember the story.

Wednesday
Mini-lesson: Bring students
together by talking asking
them what it means to
visualize and what it looks
like. Then read the book
The Mixed-Up
Chameleon by Eric Carle.
Practice: Have students
draw the chameleon as the
story unfolds by adding his
different characteristics as
they unfold.

Thursday
Mini-lesson: Review
visualizing and how it helps
us as readers. Then read
the poem "My Neighbor's
Dog is Purple by Jack

Share: Students can then

describe and share their
picture with the class and
discuss why they visualize
their image.

Share: Have the students

compare their drawings to
the book and look at the
text and discuss what
words they used to help
form their image.

Share: After finishing the

story allow students to
redraw how their mental
image changed and discuss
why and reflect on the
importance of descriptive
words.

Practice: Have students

listen to The Relatives
Came by: Cynthia Rylant
and draw and write about
what they are hearing.
Share: Students can share
their drawings and discuss
what words made them
see the text in that way.

Prelutsky and leave out the

ending while the students
draw what they are
visualizing.
Practice: Have student write
down the words that helped
them visualize their image on
the frame of sunglasses.

Friday
Mini-lesson: Have students
reflect and write how
visualizing helps them
remember a story. Discuss
why it helps and review
how we use the text to
create mental images. Then
read the story The
Napping House by Audrey
Wood
Practice: Students will
draw a picture of their
favorite part or the image
that stands out to them.
Share: Students will turn to
their partner and compare
images and talk about why
they chose to draw their
image.

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 use comprehension strategies to navigate texts and draw conclusions based on the text.
Standards of Learning Reading 2.8
The student will read and demonstrate comprehension of fictional texts.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting and important events in fiction and poetry.
h) Summarize stories and events with beginning, middle, and end in the correct sequence.
i) Draw conclusions based on the text.
Monday
Before: Introduce the book
Frog and Toad Together
by Arnold Lobel. Do so by
telling them that Frog and
Toad are friends and they
do everything together
from taking walks to
gardening. This would also
be the time where I would
introduce new vocabulary
found in the book such as
wailed and gasped.
During: Read the first
chapter together having
the students follow along
and calling on individual
students to read a page.

Tuesday
Before: Start by having the
students recall and
summarize what happened
in chapter one and then go
over any unfamiliar words
such as drat and will
power.
During: Read the second
chapter with the students
having them follow along
and read various parts and
then have them read the
third chapter
independently which could
mean silent or whisper
reading. Then ask students
questions about the text

Wednesday
Before: Review the
chapters from the previous
day as a group and discuss
the terms puffing and
avalanche.
During: The students
would then partner read
the next chapter and then
read the final chapter to as
a group calling on
individuals to read various
parts with expression.
While reading stop and
have students describe
Frog and Toads responses
and feelings and have
students think about how

Thursday
Before: Begin by describing
what a Readers Theatre is
how it is similar to a play,
but instead you use your
voice to show what is
happening and the
characters feelings.

Friday
Before: Lead a discussion
about the characters from
the book and the Readers
theater with the students
and ask them to think
about how they are
different and how they are
the same.

During: Then divide the

parts out and the students
would read their part using
a voice similar to what they
think their character would
sound like or how they
would act.

During: The students

would then fill out their
own Venn diagram with a
partner and compare and
contrast the characters
using the text if needed.

After: Ask the students

why they read their part

After: Come back together

as a group and discuss how

Then ask the students to

retell Frog and Toads
events in the order they
happened.

they read such as: How do

you think Toads voice
sounded when he talked to
his garden? Or How did
Frog and Toad describe will
After: Then as a group have power?
the students recall why
they did those things and
After: Then have students
have them find clues in the summarize what they read
book.
and predict what might
happen in the next chapter.

they Frog and Toad may

have actually been feeling.

the way they did and if

they used the book we
read to help them
After: Then students would understand their character.
summarize the chapters
Then have a few students
and ask them how Frog and reread parts that bring out
Toad worked through
character features.
problems together using
clues from the book to
explain.

the characters are the

same and how they are
different citing examples
from the book.

Homework- Read
Independent book

Homework- Read
Independent book

Homework- Read
Independent book

Homework- Read
Independent book

Homework- Read
Independent book

Independent Reading
Objectives Students will utilize reading strategies to read independently.
Standards of Learning Reading 2.8
The student will read and demonstrate comprehension of fictional texts.
j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Monday

Tuesday

Wednesday

Thursday

Friday

Students will read for

20 minutes while
teacher confers with
individual students.

Students will read for

20 minutes while
teacher confers with
individual students.

Students will read for

20 minutes while
teacher takes confers
with individual
students.

Students will read for

20 minutes while
teacher confers with
Individual students.

Students will read for

20 minutes while
teacher confers with
individual students.

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 3040 minutes each day).
Objectives Students will generate ideas before writing and expand writing to add descriptive details.
Standards of Learning Writing 2.12
The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative of expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.

Monday
Mini-Lesson: I will
introduce a graphic
organizer by filling in the
bubbles then having them
help me think of things I
can add to my organizer.
Practice: Have students
begin brainstorming what
they are going to write
about given the topic
Thanksgiving and begin
filling in the organizer.

Tuesday
Mini-Lesson: Review and
discuss how we would
organize our ideas for
writing.

Wednesday
Mini-Lesson: Model how I
would take the information
from my graphic organizer
to then write.

Practice: Have students

finish their own organizer
while I help individual
students struggling with
ideas.

Practice: Then have the

students begin their own
writing and help students
by answering questions
and prompting them to
refer back to their
organizer.

Share: Students that have

gotten a good start or have
Share: Students can discuss finished their organizer can
in the group what topic
share with the group and
they chose and why and
we can discuss what helped
this may help them add to
them so that others might
their organizer.
get ideas.

Share: Have students talk

about how they used their
graphic organizer to write.
Discuss what ways it was
helpful or what they could
add to it next time before
writing to make the writing
process easier.

Thursday
Mini-Lesson: Review the
writing process and ask
students to reflect on how
to use the organizer to
write.
Practice: Have students
finish writing.

Friday
Mini-Lesson: Have
students generate a
definition for what a detail
is and how it is helpful in
our writing. Then share my
writing and have students
think about how I can add
detail to my writing.

Share: If time allows have a Share: Have a student

child read to a partner and share their writing and
discuss their stories.
have other students ask
questions about the story
to help the student add
details and remind others
what questions they can
ask themselves to add
details.
Practice: Then have the
student show how he
would add the details and
encourage others to add
details to their writing.