Week Long Literacy Lesson Plan

Grade: 4

Name Charlotte Nash

OR WTW Assessment Words Spelled Correctly: 11/25

Spelling Stage: Late Within Word

55%
Strengths: Blends

Word Recognition in Isolation: 4th Grade Flash 55% Untimed

Weaknesses: Unaccented Final Syllables

WRC 98%

COMP 87%

RATE 84 wpm

Whole Group (approximately 20-30 minutes daily)

Objectives Students will:
Work on descriptive language and use word-reference materials such as the thesaurus to find words
Use context to clarify meanings of unfamiliar words
Find authors purpose
Identify the main idea of a passage
Make connections to text
Use text structures, such as type, headings, and graphics, to predict and categorize information
Make predictions about reading
Standards of Learning 4.4 The student will expand vocabulary when reading
4.5 The student will read and demonstrate comprehension of fictional texts, narratives, nonfiction texts, and poetry.
4.6 The student will read and demonstrate comprehension of nonfiction texts
Monday
Teacher Read Aloud
Tales of A 4th Grade
Nothing by Judy Blume
(15 minutes daily)

Tuesday

Wednesday

Thursday

Friday

Finding text Features

heading, main idea,

Text Connection Visualizer

make personal

Text Clues make

predictions about what you

Text Questions write

three questions that you

Text Summary write one

to two paragraphs about

caption, bold words, and

authors purpose
Using Scholastic
Kids magazines,
have 6 or 7
magazines open to a
different page and
have students go on
a scavenger hunt for
text features.

connections to what you

have read during
independent reading and
have students draw a
picture and write about why
the passage in the book
makes them think of that
picture.

have read during

independent reading by
answering the questions,
What will happen next?
and Why? What leads you
to believe this will happen
next? in your literacy
journal.

have about what your

independent reading book
in your literacy journal. Try
to answer them as you
continue to read during
independent reading.

what you have read this

week. Make a detailed
summarization so that
someone who has not read
the book can understand
what has happened. Include
the main idea and details of
your reading.

Guided Reading (approximately 15-25 minutes daily for each group)

ObjectivesStudent will:
Build comprehension, fluency, vocabulary, and words in context
Work on descriptive language and use word-reference materials such as the thesaurus to find words
Identify the main idea of a passage
Use context to clarify meanings of unfamiliar words
Use strategies to find meanings of passages
Become actively engaged in reading and literacy group
Use a variety of models to show an understanding the novel
Standards of Learning 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
4.6 The student will read and demonstrate comprehension of nonfiction texts.

Monday

Tuesday

Wednesday

Thursday

Friday

Introduce Text: Trouble

River by Betsy Byers
Make predictions
based on title and
images on cover of
book
Introduce strategy
to practice while
reading. Ask
students to think
about
Hook students by
giving overview of
the book
Introduce any new
vocabulary they will
need to read

Discuss comprehension
questions as a group.
Ask and answer
questions
Go over characters
Summarize the
chapter
Make inferences on
what will happen

Have students recall what

they have read:
Ask and answer
questions
Go over characters
Summarize the
chapter
Make inferences on
what will happen

Read pages 22-30 as a

group. Rotate from student
to student while reading.
Ask students about
illustrations, plot, or
characters actions. Have
students question the text.
Ask students questions like,
What did you notice? What
have you learned about..?

Read pages 41-50 as a

group. Rotate from student
to student while reading.
Ask students about
illustrations, plot, or
characters actions.

Discuss and review main

idea of pages 51-58. What
was this passage about?
What is the summary?
Ask and answer
questions
Go over characters
Summarize the
chapter
Make inferences on
what will happen

Assessment on pages you

have read this week:
Have a discussion prompt:
Have students retell
what has happened.
What has happened
so far?
What is the
summary?
Make a prediction
about what will
happen next.

Comprehension practice
student will read passage
from text and answer
comprehension questions
that allows them to respond
to the text. Questions
include: What has
happened so far? What did
you notice? What have you
learned about?

Find the main idea and

teach strategies to finding
main idea in a passage. Use
BME strategy to summarize
passage.

Read pages 59-65 as a

group. Rotate from student
to student while reading.
Ask students about
illustrations, plot, or
characters actions.

Homework-

Homework-

Homework-

Homework-

Read pages 12-22.

Complete Comprehension
Practice.

Read pages 31-40. Be able

to retell what happened.
Write a paragraph summary
in journal.

Read pages 51-58. Have

Read pages 66-72. Be able
students write the main idea to retell what happened.
of this passage in journal.
Write a paragraph summary
in journal.

HomeworkRead book of choice over

the weekend.

Independent Reading
Objectives Based on reading level, student will choose a book that interests them, can be fiction or nonfiction.

Teacher will observe student reading individually tap on shoulder and have student whisper read

Standards of Learning 4.4 The student will expand vocabulary when reading.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative
Nonfiction texts, and poetry.
4.6 The student will read and demonstrate comprehension of nonfiction texts
Monday
Read to Self 20 min.

Tuesday

Wednesday

Thursday

Friday

Writing/Word Study

Objectives for weekStudent will communicate their ideas through writing. Students will use clusters as a pre-writing strategy. Students will
demonstrate knowledge of word choice, organization, and sentence fluency. Students will create one cohesive piece of writing. This writing will take
place over the course of two weeks. Students will peer edit/revise and give constructive feedback.
SOLs for week4.7 The student will write cohesively for a variety of purposes
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
Monday
Topic of the week:
Write about the
best/worst/scariest/funniest
adventure you have been
on. What made it exciting?

Tuesday

Writers Workshopstudents will continue to

work on their clusters
individually. When student
is finished brainstorming
ideas, he/she may start on a
Context: We will be reading rough draft, focusing on
Trouble River so students
conveying ideas in an

Wednesday

Thursday

Friday

Writers Workshopstudents will continue to

work on their adventure
writing.

Teacher will conference

with an individual or group
of students to discuss status
of students rough drafts.

Students may pair up and

share their clusters or rough
drafts. Peer editors will use

Students may pair up and

share their clusters or rough
drafts. Peer editors will use

Students may pair up and

share their clusters or rough
drafts. Peer editors will use
the Writers Wheel to make
suggestions to strengthen
draft.
Teacher will spend time

will be thinking about the

organized manner, writing
characters wild adventures. to the appropriate audience,
and using correct writing
Teacher will model how to mechanics.
use a cluster as a prewriting strategy. Students
will create a cluster in their Teacher will meet with
interactive writing journals individual students to
with their ideas about their discuss their ideas and
adventure.
structure of rough draft.
Teacher will discuss the
stages of writing students
will take to write one
cohesive piece.

the Writers Wheel to make

suggestions to strengthen
draft.

the Writers Wheel to make

suggestions to strengthen
draft.

Students may add more

ideas/details to their
writing.

Students will continue to

work on rough drafts,
focusing on conveying
ideas in an organized
manner, writing to the
appropriate audience, and
using correct writing
mechanics.

Students will continue to

work on rough drafts,
focusing on conveying
ideas in an organized
manner, writing to the
appropriate audience, and
using correct writing
mechanics.
Teacher will discuss word
choice with students and
have students think about
using vivid describing
words.
Teacher will meet with
individual students to
discuss their ideas and
structure of rough draft

Student sharing time-3-5

students will share the
writing they have been
working on. Peers should
provide constructive
feedback.

reading students work and

should provide feedback for
student to work on.

Student sharing time- 3-5

students will share the
writing they have been
working on.
Peers should provide
constructive feedback.
Teacher will use rough
drafts for examples of what
to focus on next (sentence
fluency, word choice,
organization.)

Objectives for weekStudent will work with r-influenced e, a, and o words. Student will find words in different readings and begin to make
connections between words. Student will increase vocabulary and be able to use them in sentences and pictures. This word study group has six
students that are all in the Late within Word spelling stage. Students will work in partners two times throughout the week and independently on all
other tasks.
SOLs for week
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
Monday
Introduce Word Sort and
read as a small group

Tuesday
Teacher will give students
the word sort categories

Wednesday
Word Hunt Wednesday
have students find 5 word

Thursday
Partner Speed Sort One
student sorts words as fast

Friday
Final Word Sort students
will paste words into word

Allow students to cut word

sort and place them in
categories based on how
they think the words should
be sorted
Have students use
dictionary to look up any
words they do not know

Homework:
Write words in ABC order

and then
have students sort words
alone at desk using the
correct categories
Partner Word Sort Have
partner call out words and
other student writes them in
correct sort on wipe off
board.

Homework:
Creative word: draw 5
pictures using 5 of your
word study words

study words in their

independent reading book
during reading groups or
silent reading time.
Students should write the
word and how it is used in
their word study notebook.
This should be completed
independently.

as they can while another

student times them. All
words have to be in the
correct sort in order to stop
the clock.

Homework:
Pick 10 words to use in
sentences in word study
notebook.

Homework:
Practice spelling test

study notebook in correct

sort

Spelling Test- students will

use a piece of notebook
paper and number 1-10.
The teacher will call out 1
spelling word at a time and
use the word in a sentence.
The teacher will write the
question, What
connections can you find in
your sort? on the board in
the front of the room. At the
bottom of their spelling
test, they should answer the
question before turning in
their spelling test for
grading.

R-influenced a, e, o

chair
mare

near
year

chore
floor

share
scare
care

deer
beard
sneer

shore
torch
swore

Sample Spelling Test.

Name_____________________________
Date______________________________
1.__________________________________________
2.__________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
6. __________________________________________
7. __________________________________________
8. __________________________________________

9. __________________________________________
10. _________________________________________

What connections can you find in your sort?