Long Range Instructional Planning Guide

Tutors Name: Emily Cornett

Student(s) Name(s): Shaki and Amber
Age: 10
Grade: 5
Instructional Reader Stage: Transitional
Independent reading level: 1st
Instructional reading level(s): 2nd- 4th
If a range, optimal instructional reading level for intervention: 3rd
Frustrational reading level: 5th
Notes on reading:
-We will work on oral reading for fluency in our lessons.
-Both students need comprehension practice so we will implement summarizing and inferring into our
reading strategies.
Word Study Stage: Mid Within Word Begin instruction with which features: Dipthongs (oy, oi)
Focus instruction on (select 1 main area): Word Knowledge and Comprehension
What Essential Question will guide our lesson sequence?
Is it fair to use animals for entertainment?
What primary comprehension strategy will we work with to develop independence?
Summarizing/Synthesizing
What writing genre and/or focus will we include in our studies?

Non-fiction on developing ideas, voice, and conventions.

Instructional Goals from the Case Summary Sheet(s)
Fluency
Word Knowledge
Comprehension
-Shaki and Amber will
-My first goal is to work
-Shaki and Amber will
read with increased
with other vowel
develop the ability to
phrasal fluency in
patterns because that is
summarize text and
familiar text.
where there was
make inferences
confusion. Although
-They will increase his
there was some
Activities for
prosody and expression
weakness in digraphs,
comprehension:
while reading different
they did very well with
Putting Clues Together
genres of text (fictions,
the next two features, so KWL
nonfiction, poetry)
I plan to just go back and Info Boxes
do a mini lesson or two
Sketch to Stretch
Activities will include:
on digraphs just to cover
Somebody-Wantedthat. The first word
Echo Reading
But-So
knowledge lesson will be
Poetry reading
working with diphthongs Story mapping
Repeated reading
oy,oi.
of a book of
They will examine the
interest
We will continue through meaning of new
Timed Repeated
other vowel patterns and vocabulary encountered
Readings
in read alouds and use
if he seems to be
the vocabulary in
grasping those, we will
discussions about the
start instruction on
text. Vocabulary
inflected endings which
instruction will have a
will get them started in
particular focus on Tier 2
the Early Syllables and
words and descriptive
Affixes stage.
language when possible.

Writing
-Shaki and Amber will
develop ideas for writing
by reading books from a
variety of topics and
genres (fiction, nonfiction, poetry)
-They will practice using
voice through writing
about open-ended
questions and opinions.
-They will improve
conventions by writing
sentences using the
correct capitalization of
words.
-They will develop his
use of word choice by
choosing to use more
exciting/colorful
adjectives to help grab
his readers attention.
Activities will include:

-Some word study

activities include:
Word sorts
Word hunts
Writing sort
Concentration game
(page 188 of WTW)
Brainstorming
Push and Say
Lesson
1

Reading for
Fluency
3 minutes
Text title: The
Animal Trainer
Text source:
Readers Theater:
timelessteacherstuff.c
om
Text level: 2nd
Skill focus:
Expression
Activity: Timed
Repeated Reading:
Read once and time,
discuss confusing

Activities for vocabulary:

Vocabulary Four
Square
Describe and guess
Semantic feature
analysis
Concept sorting

Word Knowledge
10 minutes
General feature:
Dipthongs
Sort categories: oy, oi
Activity: The Spelling
Game

Journal Writing
Not run, but skip
colorful adjectives
activities
Language Experience
Approach (LEAs)
Book exploring/
discussions for
various ideas

Comprehension
11 minutes

Writing
6 minutes

Text title: Tough

Times for Polar Bears
Text source: Newslea
Text level: 3rd

Task: Journal
writing: One
student will write
supporting the
polar bears in the
zoo, the other
student will write
not supporting it

Content focus:
Animal Survival
Skill focus:
Summarizing/Synthesi
zing

Skill focus: Voice

words, read again and

time.
Text title: A Visit to
the Zoo (first half)
Text source: Reading
A-Z
Text level: 1st
Skill focus:
Expression
Activity: Echo
Reading: Teacher will
read a line with
expression, then
student will read the
line with correct
expression
Text title: A Visit to
the Zoo (last half)
Text level: 1st
Skill focus:
Expression
Activity:
Partner reading: One
student reads with
expression, then the
other student reads,
then they both read
together
Text title: Some

General feature:
Dipthongs
Sort categories: oy, oi
(Did not get to last week)
Activity: The Spelling
Game

Text title: Whales

and dolphins get
bigger aquarium
tanks
Text source: Newslea
Text level: 4th

Skill focus:
Summarizing

Task: Journal
writing (Use from
last week): One
student writes as
if they are a
whale in the
aquarium and
enjoy it, other
student writes as
if they do not
enjoy it.
Skill focus: Voice
(Did not get to
last week)
Task:
Paired/partner
writing: Student
will work together
to write about
how sea pens are
different than
tanks and how
they could create
another option for
the whales.

Text title: Running

Skill focus: Ideas

Task: Quick write:

Content focus:
Animal characteristics
and needs for survival
Skill focus: Inferring
General feature:
Dipthongs
Sort categories: ow, ou

Text title: Sea pens

or Sea World Tanks?
Text source: Newslea
Text level: 3rd

Activity: Word Hunt

Content focus:
Adaptation to an
animals environment

General feature: Long

people are Mad at Sea

World (first section)
Text source:
Newslea
Text level: 2nd
Skill focus: Accuracy
Activity: Repeated
reading: underline
words that are missed
first time, then read
again

u Pattern
Sort categories: ew, ui,
u
Activity: Writing sort

Text title: Some

General feature:
people are Mad at Sea Inflected endings
World (second
Sort categories: Sort
section)
for sound of ed
Text source:
Newslea
Activity: Speed sort
Text level: 2nd
Skill focus: Prosody
Activity: I Read, We
Read, You Read:
Teacher models fluent
reading to practice
stopping at
punctuation

Free
Text source:
nightatthedogs.org
Text level: 3rd
Content focus: Past
and present dog
racing
Skill focus:
Questioning

Text title: The Circus

Animal
Text source: allcreatures.org
Text level: 3rd
Content focus: The
history of animals in
the circus
Skill focus:
Visualizing

Students spends
3 minutes writing
their reaction to
the poem. Use the
next 3 minutes
modeling how to
correcting any
spelling,
punctuation, or
grammar
mistakes.
Skill focus:
Conventions
Task: Language
Experience
Approach: The
teacher will share
an experience
with the circus.
Then, the student
will tell about an
experience they
have had with the
circus, then write
about it using as
many sharp
details as they
can.
Skill focus:

Details
6
(note
progress
monitorin
g to
include
here)

SOL
Connectio
ns

Text title: Some

people are Mad at Sea
World (last section)
Text source:
Newslea
Text level: 2nd
Skill focus: Speed
with accuracy
Activity: Timed
Repeated Reading:
Read once and time,
fix mistakes, then
read again and time.

ELA skill SOLs:

5.6 The student will
read and demonstrate
comprehension of
nonfiction texts.
m) Read with fluency
and accuracy.

General feature:
Inflected endings
Sort categories: Plurals
with y
Activity: Concentration
game (WTW)

Text title: Black

Beauty
Text source: Stepping
Stones
Text level: 3rd
Content focus:
Environmental
characteristics needed
for animal survival
Skill focus: Predicting

ELA skill SOLs:

5.4 The student will
expand vocabulary when
reading.
b) Use context and
sentence structure to
determine meanings and
differentiate among
multiple meanings of
words.
c) Use knowledge of
roots, affixes, synonyms,

ELA skill SOLs:

5.4 The student will
expand vocabulary
when reading.
a) Use context to
clarify meaning of
unfamiliar words and
phrases.
b) Use context and
sentence structure to
determine meanings
and differentiate

Task: Not Run,

But Skip colorful
adjectives
practice: Make a
list of colorful
adjectives used in
text. Write a
boring
sentence, then
change the
sentence by
adding a colorful
adjective.
Skill focus: Word
choice
ELA skill SOLs:
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

antonyms, and
homophones.
g) Study word meanings
across content areas.

among multiple
meanings of words.
c) Use knowledge of
roots, affixes,
synonyms, antonyms,
and homophones.
d) Identify an authors
use of figurative
language.
e) Use dictionary,
glossary, thesaurus,
and other wordreference materials.
f) Develop vocabulary
by listening to and
reading a variety of
texts.
g) Study word
meanings across
content areas.
5.5 The student will
read and demonstrate
comprehension of
fictional texts,
narrative
nonfiction, and poetry.
a) Describe the
relationship between
text and previously

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.

read materials. b)
Describe character
development.
c) Describe the
development of plot
and explain the
resolution of
conflict(s). d) Describe
the characteristics of
free verse, rhymed,
and patterned poetry.
e) Describe how an
authors choice of
vocabulary contributes
to the authors style. 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.
j) Identify cause and
effect relationships. k)
Make, confirm, or
revise predictions. l)
Use reading strategies
throughout the

Content SOLs:
Science:
5.5The student
will investigate
and understand
that organisms
are made of one
or more cells and
have
distinguishing
characteristics
that play a vital
role in the
organisms ability
to survive and
thrive in its
environment. Key
concepts include
b) classification of
organisms using
physical
characteristics,
body structures,
and behavior of
the organism; and
c) traits of
organisms that
allow them to
survive in their
environment

reading process to
monitor
comprehension. m)
Read with fluency and
accuracy.
5.6 The student will
read and demonstrate
comprehension of
nonfiction texts.
a) Use text organizers,
such as type,
headings, and
graphics, to predict
and categorize
information in both
print and digital texts.
b) Use prior
knowledge and build
additional background
knowledge as context
for new learning. c)
Skim materials to
develop a general
overview of content
and to locate specific
information. d) Identify
the main idea of
nonfiction texts. e)
Summarize supporting

5.6 The student

will investigate
and understand
characteristics of
the ocean
environment. Key
concepts include
a) geological
characteristics; b)
physical
characteristics;
and c) ecological
characteristics.
History:
USI.1 The student
will demonstrate
skills for historical
and geographical
analysis and
responsible
citizenship,
including the
ability to
b) make
connections
between the past
and the present;
d) interpret ideas

details in nonfiction
texts. f) Identify
structural patterns
found in nonfiction. g)
Locate information to
support opinions,
predictions, and
conclusions. k) Identify
new information
gained from reading. l)
Use reading strategies
throughout the
reading process to
monitor
comprehension.
Content SOLs:
Science:
5.5The student will
investigate and
understand that
organisms are made of
one or more cells and
have distinguishing
characteristics that
play a vital role in the
organisms ability to
survive and thrive in
its environment. Key
concepts include
b) classification of

and events from

different historical
perspectives;
e) evaluate and
discuss issues
orally and in
writing;

organisms using
physical
characteristics, body
structures, and
behavior of the
organism; and
c) traits of organisms
that allow them to
survive in their
environment
History:
USI.1 The student will
demonstrate skills for
historical and
geographical analysis
and responsible
citizenship, including
the ability to
b) make connections
between the past and
the present;
d) interpret ideas and
events from different
historical
perspectives;
e) evaluate and
discuss issues orally
and in writing;