Reading Comprehension Plan

Grade Level: 5th

Situation & Reflection: Along with two of the 5 th grade teachers we have identified students
who require additional assistance with reading. I tested these students to determine their
reading levels and chose a textbook and workbook on the appropriate level. I have set up
an online classroom on Study Island. I assign work to each students based on their level.
Students do not move to the next assignment until they have mastered their current work.
I monitor student progress and assist when my students are working on Study Island. My
group meets daily and will continue to meet until the end of the year. I meet with their
teachers once a week to discuss progress. The students are progressing very well. They
are moving through the textbook/workbook quickly and are mastering levels through their
assignments on Study Island.

Task Definition Use of Information

Students are not finding and/or retaining
necessary information from reading.
Scores on quarterly assessments and
standardized testing such as the CRCT
are not where they need to be in
regards to comprehension. Some of
this is a direct result of fluency problems
and lack of basic reading skills.
Students read a list of whole words, and then
extract main vowel sounds from the words they are
given. Students will learn a set of words for each
story. Reading together, students will read their
story for the day. Teacher will stop students every
few paragraphs to have them tell what they have
read. On alternating days students will work on
Study Island assignments.

Information Seeking Synthesis

Strategies
Students will be taught using a textbook
and workbook with several reading
strategies in every lesson along with
individualized instruction using
studyisland.com.
Students will complete workbook exercises after
each lesson, including comprehension questions,
matching words to meanings, extraction of root
words, and rewriting parts of the story (e.g. “Write
the 2nd sentence in the 3rd paragraph”). Students
will work on studyisland.com on alternating days.

Location and Access Evaluation

Students will be provided with materials.
With assistance and appropriate
sources, students will learn how to find
the information that is relevant, and how
to organize and verbalize their
responses to the material.
Students will keep track of their progress from
their workbook scores. At the end of the process
reading fluency and comprehension testing will be
repeated to determine progress.

           
 Stage 1 - Desired Outcome
Established Goals:          
Using a pre-determined program to include instruction from a textbook and workbook, and online instruction,
students will be able to improve their reading comprehension skills in order to increase their success on
quarterly assessments and on the CRCT.
 

Understandings:   Essential Questions:

 
 Students will understand that quickly  What is the main idea in the text?
reviewing what they have read after  Who are the main characters and what is their
each paragraph will help them retain purpose?
information.    What are the plot and setting of the reading?
 Students will understand the basic
structure of writing and will learn how to
infer meaning from a sentence to figure
out words they do not understand.
 Students will understand that while they
read they should consider what
questions might be asked.
   

Students will be able to determine what parts of a story are critical to the story, and will learn how to
recognize and remember important and relevant information.  
As a result, students will be better equipped to answer comprehension questions over what they have read.

           

Stage 2 - Assessment Evidence

Performance Tasks:  
 Using reading comprehension
textbooks with corresponding
workbooks, students will read a story
each lesson and complete the
corresponding pages for that lesson.
 Answers will be graded and points
awarded based on accuracy.
Additional help will be given according
to scores.
 Students will work on Study Island in an
online class every other day and will
move to the next online lesson each
time they have mastered the current
lesson.
Other Evidence: 
 On alternating days students will work on
studyisland.com.
 Teacher will assign work to each student in online
class based on reading level.
 While students work on their textbooks/workbooks
they will discuss the stories they are reading.
 Students will score their workbook pages
according to the workbook key. Teacher will go
over the answers after each session

Stage 3 - Learning Plan

Learning Activities:          

W
Teacher will explain the process in the first class. Each lesson in the textbook and workbook are the same
so students will know after the first lesson what to expect. On alternating days students will understand that
they must complete at least one of their online lessons, and this needs to be an attainable goal that will allow
them to feel accomplishment upon completion. This is why it is so important for the teacher to assign work
within their level.

H
The variety of activities in the textbook and workbook comprehension books will keep their interest. Using
studyisland.com on alternating days will give the students something different to do, and they always look
forward to doing anything on the computer.

E
Discussion of material covered will help students explore the key ideas and discover relevant parts of the
reading and activities.

R
The teacher will have questions ready to move and change the conversation to various avenues to help
students analyze and rethink concepts and understandings.

E
Students will review, evaluate, and score their own work by comparing their answers to the answer key for
the workbook. The teacher will go over the answer key, and explain to students any missed answers.
Teacher will discuss with students their strong areas and have students identify their needs improvement
areas. Assignments chosen for online instruction will target the needs improvement areas for each student.

T
Extra help with aspects of the workbook will be given according to need. The workbooks cover writing,
structure (book paragraphs, sentences, punctuation, etc…), comprehension, root word recognition, etc…

O
Each session will be approximately 40 minutes, direct, and consistent so students know exactly what to
expect although they will be completing a variety of tasks.
     

   

               

Georgia Performance Standards covered in this lesson:

ELA5R1: The student demonstrates comprehension and shows evidence of a warranted
and responsible explanation of a variety of literary and informational texts.
For literary texts, the student identifies the characteristics of various genres and produces
evidence of reading that:
 Identifies and analyzes the elements of setting, characterization, and conflict in plot.
 Identifies and analyzes the author’s use of dialogue and description.
 Applies knowledge of the concept that theme refers to the message about life and the
world that the author wants us to understand whether implied or stated.
 Makes judgments and inferences about setting, characters, and events and supports
them with elaborating and convincing evidence from the text.
For informational texts, the student reads and comprehends in order to develop understanding
and expertise and produces evidence of reading that:
 Locates facts that answer the reader’s questions.
 Identifies and uses knowledge of common textual features (e.g., paragraphs, topic
sentences, concluding sentences, glossary).
 Distinguishes cause from effect in context.
 Identifies and analyzes main ideas, supporting ideas, and supporting details.
 Makes perceptive and well-developed connections.
 Relates new information to prior knowledge and experience and makes connections
to related topics or information.

ELA5R3: The student understands and acquires new vocabulary and uses it correctly
in reading and writing. The student
 Reads a variety of texts and incorporates new words into oral and written language.
 Determines the meaning of unfamiliar words using context clues.
 Determines the meaning of unfamiliar words using knowledge of common roots,
suffixes, and prefixes.
 Determines pronunciations, meanings, alternate word choices, and parts of speech of
words using dictionaries and thesauruses.
 Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
 Identifies the meaning of common idioms and figurative phrases.
 Identifies playful uses of language (e.g., puns, jokes, palindromes).
 Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and
determines which meaning is intended from the context of the sentence.
 Identifies and applies the meaning of the terms antonym, synonym, and homophone.

ELA5R4: Student reads aloud, accurately (in the range of 95%), familiar material in a
variety of genres, in a way that makes meaning clear to listeners.
The student
 Student uses letter-sound knowledge to decode written English, and uses a range of
cueing systems (e.g. phonics, context clues) to determine pronunciation and meaning.
 Uses self-correction when subsequent reading indicates an earlier miscue (self-
monitoring and self-correcting strategies).
 Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

Resources:
http://www.studyisland.com/ Requires school account and login info to access class
http://quizlet.com/2355716/5th-grade-eog-language-arts-terms-flash-cards/