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Intermediate
Advanced
Fluency
Word Knowledge
I found that
write out what happened
faster pace and he reads Stanley is instructional
in the story in the
with few errors but lacks at the Within Word
beginning middle and
comprehension skills.
Pattern stage of spelling
end. Another activity
Vocabulary is
focus will be on common strong, but defining the
Writing
We need to work on
brainstorming examples
Capitalizing letters
at the beginning of
sentences
Variation in
sentence details We
could use the hamburger
paragraph organization
Web's, graphic
organizers, four squares
I think that if he
had stronger planning
skills he would be able to
write much more clearly.
In Stanleys writing
I found that it lacks
organization in that the
main idea is not clearly
I found that
Stanley reads very
quickly when he reads
aloud. When reading
aloud his rushing affects
his accuracy. When he
makes errors in his
reading, he seems to not
be reading to the end of
the word and using the
starting sounds or parts
to determine what the
rest of the word should
be. For example, when
reading the word
"transporting" he read it
as "transportation". This
causes errors in his
accuracy and
comprehension because
he can read the wrong
information from the
passage. Also he often
inserts or omits words
without self-correcting
them. Therefore my first
goal is to help Stanley
take his time and read
the passage carefully
and to the end of words
Depending on how
well he does with less
common vowels we may
get into ambiguous
vowels for his second
goal such as ou and
oy which seemed to be
a struggle for Stanley on
the Upper Spelling
Inventory. For example,
he spelled pounce as
pont and disloyal as
dislawyl. Yet when
spelling a CVVC pattern
word such as train he
spelled it correctly. He
seems to have some
concept of long vowels
but still needs work on
some of the more basic
concepts before moving
on to the more complex
ones.
Word Knowledge
Activities:
Speed sorts
Blind sorts
Comprehension
paragraph.
BINGO (WTW p.
186)
Vowel Feathers
(WTW p. 226)
Activities:
Graphic organizer
"Puzzle pieces"
(use the supporting
details form the story to
"build the puzzle" of the
main idea)
Annotating/underlining
My second goal for
Stanley is to help him
determine the meaning
of vocabulary terms by
using context clues. He
struggled to determine
the meaning of words in
the passage even when
the meaning was
explicitly stated. This
leads me to want to help
him learn to use context
clues to determine the
meaning of words
whether the meaning is
implicitly or explicitly
stated.
Vocabulary
Activities:
Concept sorts
(WTW p. 178)
Pre-teaching
Writing Activities:
Graphic organizers
Ranking important
details
Complete thought
checks
Prosody Activities:
Reading poems in
different expressive
voices
Phrasing practice
based on punctuation
Recognizing when
an error is made
Pacing practice to
slow down and read the
entire word.
Lesson
vocabulary
Crossword puzzles
using context clues as
"definition" for the word
Word
Knowled
ge
5
minutes
for
Stanley
General
feature:
long a
Sort
categori
es:
Comprehension
15 minutes
Writing
10
minutes
Marquis
5 Stanley
Task:
Students
will plan
using the
hamburger
graphic
http://www.poetry4kids.com/poem296.html#.VtCz8o-cG3A
Text level:
3rd grade
Skill focus: Prosody
Expression
Activity: The students listened to
me model a fast read, a read with
prosody and lots of expression and
then like LeBron. They were then
asked which way they liked the
best. The students then read one
poem using prosody and the other
poem was read as a monster and a
cowboy. They self-assessed how
they read with prosody.
a-e, ai,
ay,
oddball
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
accuracy.
This will
be 5
minutes
worth of
word
knowledg
e.
6th grade
General
feature:
long e
Sort
Content focus:
Looking at Present Sports to be
ready to compare the past sports
next week.
Skill focus:
Synthesizing
After each chunk of reading the
students were asked to write a
brief summary on a post it note.
They also had to answer
comprehension questions about
the text.
organizer
or another
type of
organizer
to plan to
the
prompt of:
If you were
a pro
football
player
would you
use this
virtual
reality to
help you
train? Why
or why
not?
Skill
focus:
Brainstorm
ing
Staying on
topic
Task:
Students
will use
their
Fact Tracker
Text level: Late Third Grade
Skill focus: Prosody
Expression
Activity:
The chapter has about 3 short
pages. Each page one of us will
take a turn reading. I will go first to
model with lots of prosody. They
will then each rate my level on a
scale of 1-5. Stanley will read the
next page and then he will rat
himself. Then Marquis will read the
last page and rate himself. I will
also rate the boys and see if our
scores match up. I will be looking
out for pointers to give them on
how they could add some more
prosody in when they read.
categori
es:
Ai, ay, ei,
ey
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
accuracy.
This will
be 5
minutes
worth of
word
knowledg
e.
compare
and
contrast
graphic
organizer
to help
them write
a story
about how
the
Olympics
have
changed
over time.
Skill
focus:
Organizing
thoughts
from the
graphic
organizer
into a
paper and
making
sure that
the
thoughts
flow and
stay on
Text title:
General
feature:
long o
Sort
categori
es:
o-e, oa,
ow,
oddball
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
topic.
Marquis
needs 6
sentences
and
Stanley
needs 3
sentences.
Text title: Yesterday's Heroes: A
Task:
Journey through the the History of Students
African-American Superstars in
will pick a
the NBA
Basketball
(NBA Reader)
athlete
By John Smallwood
from
Text source: Scholastic Books
either the
Text level: 6th
past of
present
Content focus:
that they
Comparing the past and present
would like
of Basketball
to be.
They wll
Skill focus:
write a
Determining Importance
short story
from their
This text may be harder for them perspectiv
since it is in the form of a
e just like
biography type book. SO, I want
the
them to be able to flip through
basketball
and work on their skilling skills for poem.
determining what things are most
Activity:
This poem is unique because it is
coming from the point of view of
the basketball. I want the boys to
try and read it with the voice of
what they think a basketball would
sound like. This will help them
think about adding voice and
expression as they read.
Text title:
Checkered Flag
The race begins,
as engines roar.
They charge ahead,
like a wild boar.
Immediately they,
File in for position.
Victory and glory,
is their common mission.
Every driver,
maximum speed desires.
Each sharp turn,
burns their tires.
Magnificent machines,
often tease disaster.
accuracy.
This will
be 5
minutes
worth of
word
knowledg
e.
General
feature:
long u
Sort
categori
es:
u-e, ui,
oo, ew
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
Skill
focus:
Brainstorm
ing,
supporting
detail
Task:
The
students
will get to
pick if they
want to
write a
story as a
race car
driver or a
chariot
driver.
They will
write
about their
feelings
The students will have to read
they felt
through the 10 facts list. They will getting
then pick out the most important ready for
facts and synthesize it into a brief their race.
Fearless warriors,
strive for nothing but faster.
Their greatest nemesis and savior,
are known simply as brakes.
In order to pass,
they wait for mistakes.
In the end,
only one gets to brag.
The first to kiss,
the checkered flag.
80%
accuracy.
This will
be 5
minutes
worth of
word
knowledg
e.
summary.
General
feature:
Text title:
A sporting chance: sports and
Skill
focus:
Planning,
staying on
topic,
adding
details
Text source:
by anitapoems.com
Text level:
5th
Skill focus:
Fluency rate check in
Activity:
TRR They will have a timed
repeated read just to check in on
their fluency. They will have a race
track chart to see if they can get
faster and faster each time.
5
Text title:
Task:
Put
long e
Sort
categori
es:
Ee, ea, ie,
oddball
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
accuracy.
This will
be 5
minutes
worth of
word
knowledg
e.
yourself in
the shoes
of a girl.
Think
about how
it would
make you
feel if you
were told
you
werent
allowed to
play sports
because
youre a
boy. Plan
out your
feeling
and write
a short
paragraph
to make
sure your
reader
understan
ds your
feelings.
Skill
focus:
6
(note
progress
monitori
ng to
include
here)
Text title:
Text source:
Text level:
Skill focus:
Activity:
WRC/ running record WPM
Progress monitoring
SOL
ELA skill SOLs:
Connecti 5.5 The student will read and
ons
demonstrate comprehension of
fictional texts, narrative nonfiction,
General
feature:
Sort
categori
es:
Text title:
Text source:
Text level:
Activity:
Spelling
inventory
to check
progress
Skill focus:
WRC/ running Record
Progress monitoring
ELA skill
SOLs:
5.8 The
student
Content focus:
Adding
details to
writing,
planning,
descriptive
language
Task:
Skill
focus:
Progress
monitoring
For a
writing
prompt on
what they
have
learned
about how
far sports
have some
from the
past to the
present.
ELA skill
SOLs:
5.7 The
student
and poetry.
m) Read with fluency and
accuracy.
will edit
writing for
correct
grammar,
capitalizat
ion,
spelling,
punctuati
on,
sentence
structure,
and
paragrap
hing. j)
Use
correct
spelling of
commonl
y used
words.
will write
for a
variety of
purposes:
to
describe,
to inform,
to
entertain,
to explain,
and to
persuade.
b) Use a
variety of
prewriting
strategies.
c)
Organize
informatio
n to
convey a
central
idea.
d) Write a
clear topic
sentence
focusing
on the
main idea.
f) Use
precise
and
descriptive
vocabulary
to create
tone and
voice.
i) Include
supporting
details
that
elaborate
the main
idea.
5.8 The
student
will edit
writing for
correct
grammar,
capitalizati
on,
spelling,
punctuatio
n,
sentence
structure,
and
paragraphi
ng. j) Use
correct
spelling of
commonly
used
words.
Content
SOLs:
USI.1 The
student
will
demonstra
te skills for
historical
and
geographi
cal
analysis
and
responsibl
e
citizenship
, including
the ability
to
b)
make
connection
s between
the past
and the
present;
e)
evaluate
and
discuss
issues
orally and
in writing;