Lesson Plans

Name:
Griffin Cummins

Walker scored 100 % on Word Recognition in Isolation at a level 5 in both categories of Flash and Untimed. When
tested using 6th grade reading level material, Walker read 98.4 % of the words correctly at a rate of 145.12 words per
minute and comprehension score of 88%. When tested with Upper Middle School reading level material Walker read
99.3 words correctly at a rate of 126.47 words per minute and comprehension score of 75 %. Walker is at grades 5- 6th
+ Instructional reading level. An appropriate book for Walker is a book in the category VWX. His independent reading
level is in grades 4- 6th, and his instructional reading level is in grades 6 8th.
Whole Group (approximately 20-30 minutes daily)
Objectives: Students will be able to:
1. Develop an understanding of what metacognition means.
2. Develop new skills that will improve their own metacognition while reading.
Standards of Learning:
(4.5) The student will be able to:
1. Read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
2. Describe the relationship between text and previously read materials.
3. Draw conclusions/make inferences about text.
4. Make, confirm, or revise predictions.
5. Use reading strategies throughout the reading process to monitor comprehension.
Monday
Concrete Experience:
The reading Salad.

Tuesday
Review Concept of
real reading.

Wednesday
The Thought Bubble

Thursday
Color Cars

Friday
Quotations

Materials:
Index Cards
3 bowls labeled
thinking, text and
real reading salad.
Book: When You

Materials:
Giant piece of
paper.
Marker.

Materials:
Non-Fiction Book
(Life of Zarf The
Trouble with
Weasels).
Thought bubble

Materials:
Color coded cards
(red, yellow,
green)
Non-Fiction Book
(Life of Zarf The

Materials:
Black or White
Board.
Chalk or Dry Erase
Marker.
Students English

Grow Up, by
Lennie Goodings
Instruction
(Procedures):
1. Place three bowls
in front of the class
labeled thinking,
text and reading
salad.
2. Assign one student
to be in charge of
putting text in
the reading salad
and one student to
be in charge of
putting thinking
into the real
reading salad.
3. Tell the students
that when you are
reading from the
text you will point
to the text and
when you are
thinking you will
point to your head.
4. Read the title of
the book and point
to the text.
5. Listen for the kids
to say text and

made of poster
board.
Instruction
(Procedures):
1. Create a Venn
diagram (The left
circle will be
represented with a
book. The right
circle will be
represented with a
face).
2. Label the book
TEXT and the
face THINKING.
3. Ask students what
constitutes text?
4. As students begin
to yell their
answers out write
underneath Text,
What the author
has to say.
5. Then asks students
what to write
underneath
THINKING?
6. As students make
their predictions
out loud write,
Whats going on

Instruction
(Procedures):
1. Tell students today
they will get to go
inside the mind of
a teacher.
2. Ask another
teacher to help
demonstrate the
activity.
3. Have other teacher
begin to read from
Life of Zarf Book.
4. Place head inside
of giant thought
bubble.
5. Listen for other
teacher to read fist
sentence of the
book.
6. Reflect out loud on
how you interpret
and think about
the text that is
being read.
7. Once you have
demonstrated this
for the class, ask
for other students

Trouble with
Weasels).

Instruction
(Procedures):
1. Give each student
three cards: A
green, yellow and
red one.
2. Begin reading from
the book life of
Zarf from where
the class left of the
day prior.
3. As you read asks
students to place
their hands on the
green card if their
understanding of
what is being read
is clear to them.
4. If they are unsure
of what is being
read to them, but
think they
understand it a
little, they should
place their hands
on the yellow card.
5. If they are
completely lost,

Notebooks.
Pen or Pencil.

Instruction
(Procedures):
1. Write the following
quotes on the
board:
No brain is stronger
than its weakest
think.
- Thomas L. Masson
Learning without
thought is labor lost.
- Confucius
A library is thought in
cold storage.
-Hebert Samuel
Thinking is only a
process of talking to
yourself.
- Unknown
A moments thinking
is an hour in words.
- Thomas Hood
2. Ask kids to choose

make sure that the

in my head.
7.
Ask students what
person in charge of
you get when you
the text bowl
combine Text
puts a text card
and Thinking.
into the reading
8. Listen for a
salad.
moment and then
6. Say out loud, I
in the middle of
wonder what this
the Venn diagram
reading is about?.
write Real
(Point to your
Reading.
head)
7. Listen for the kids
to say thinking,
and wait for the
student in charge
of putting
thinking cards
into the reading
salad to do so.

to take on the role

of the reader and
the teacher.

they then should

place their hand on
the red card.

one quote from the

quotes above and
write a one page
reflection on it
their English
notebook.

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 be able to:
1. Focus on building new strategies to comprehend text with accuracy.
Standards of Learning:
(4.1) The students will be able to:
1. Use effective oral communication skills in a variety of settings.
2. Use evidence to support opinions.
3. Use grammatically correct language and specific vocabulary to communicate ideas.
(4.4) The students will be able to:
1. Expand vocabulary when reading.
2. Use context to clarify meanings of unfamiliar words.
(4.5) The student will be able to:
1. Read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
2. Explain the authors purpose.
3. Describe how the choice of language, setting, characters, and information contributes to the authors
purpose.
4. Identify the main idea.
5. Summarize supporting details.
6. Identify the problem and solution.
7. Describe the relationship between text and previously read materials.
8. Identify sensory words.

9. Draw conclusions/make inferences about text.

10. Make, confirm, or revise predictions.
11. Identify cause and effect relationships.
12. Use reading strategies throughout the reading process to monitor comprehension.
13. Read with fluency and accuracy.
Monday
Instruction
(Procedures):
1. Introduction of
Text: Small Steps
by Louis Sachar.
2. Assume that
everyone has read
the book that
came before this
one; Holes (If
not, give a brief
summary and
description of the
book).
3. Ask group to
summarize the
book Holes.
4. Ask group what
they liked and
didnt like about
the book.
5. Ask group to make
predictions about
what Small Steps
will be about.
6. Ask students to

Tuesday
Instruction
(Procedures):
1. Reflect on Chapter
2 and 3.
2. Comprehension
questions:
Is X-Ray a
good friend?
Would you give
X-Ray the
money?

Wednesday
Instruction
(Procedures):
1. Reflect on Chapter
5 and 6.
2. Comprehension
questions:
Who is Coo?
Who is Ginny?
How is ArmPit
perceived by his other
classmates?
3. Comprehension
3. Prediction
Strategy:
Thinking
Question:
Do you think
Stems:
Armpit will get
Im thinking.
his money back. Im noticing.
4. Read Chapter four. Im wondering
Ask students to focus Im seeing.
on metacognition.
Im feeling (pg. 25
5. Monitor students
Comprehension
as they read.
Connection)
6. Select one student 4. Have students
from the group to
reflection on these
read out lout to
questions before
you.

Thursday
Instruction
(Procedures):
1. Reflect on
Chapters 8 and 9.
2. Comprehension
questions:
Why do you
think Armpit did
not get in the
car with the
guys on his way
to school?
Why did the
guys in the car
not want Armpit
to go to
school?
Why did the
people in the
car shout fool
when they
drove off?
3. Concept for
Discussion
Visualization.
4. Have students

Friday
Instruction
(Procedures):
1. Reflect on
Chapters 12 and
13.
2. Comprehension
questions:
Do you think
Coo should
have won the
election? Why
or why not?
Do you think
Tatiana will go
to the concert
with Armpit?
3. Have Students
read chapters 14
and 15. Monitor
students reading.
4. Check for
comprehension.
5. Reflect as a group
on prediction that
were made the
first day.

read chapter one.

7. As student reads
7. Monitor students
chapter three.
as they read.
8. Stop student every
8. When all students
three pages and
are done check for
ask student what
comprehension.
he or she is
9. Questions to ask:
thinking about.
Who do you
9. Comprehension
think the main
questions for
character of this
Chapter 3:
book is?
Does Arm-pit
What
have a good
references have
relation ship
been made thus
with his parents
far to the first
thus far?
book in the
Why might
series, Holes?
Arm- Pits
Do you think
parents have
Stanley Yelnats
trouble trusting
will be in this
him?
book?
Is it fair of
Arm-Pits
parents not to
trust him?
What would
you do if you
were in Arm-Pits
situation.

reading chapter 7.
5. Have group read
chapter 7.
6. Comprehension
questions:
Was it safe for
Armpit to go the
parking lot with
X-Ray to sell the
tickets?
Why do you
think X-Ray did
not sell the
tickets to the
guys in the
SUV?
Why do you
think X-Ray is
more inclined to
putting Armpit
in dangerous
situations?
Is Armpit a
good friend?

5.
6.

7.

8.

read chapters 10
6. Discuss what they
and 11.
thought the book
Select a student to
was going to be
read out load.
about verse what
Ask the student
the book actually is
visualize the words
about.
as they read them 7. Have students
off of the page.
make prediction
Ask the student
about events to
about the images
come in the book.
he/ she sees while
reading.
Questions to ask
student:
Do you feel
sympathy for
Kaira
DeLeons?
What would
you do if you
were a famous
musician?
Did the
transaction
between
Murdock, X-Ray
and Armpit
seem legit?
What does
Murdock mean
when he says to
Armpit Does he

[X-Ray] tell you

when to go to
the bathroom,
too?(pg 79)

Homework:
1. Read Chapters
2 and 3

Homework:
1. Read Chapters
5 and 6

Homework:
1. Read Chapters
8 and 9

Homework:
1. Read Chapters
12 and 13

Homework:
1. Finish the book

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for
approximately 30-40 minutes each day).
Objectives The students will reflect on the book Small Steps.
Standards of Learning
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
1. Introduce the idea
of writing a short
story.
2. Questions to ask

Tuesday
1. Have students
begin writing their
own short story.
2. Things to focus on:

Wednesday
1. Peer editing.
2. Have students
produce three
copies of their

Thursday
1. Final Revisions
2. Have students
make final
revisions to their

Friday
1. Presentation Day
2. Have students
read short story to
the rest of the

the class:
What is a short
story?
What does a
short story
include?
How do we
write a short
story?
3. Complete mini
lesson tutorial on
how to organize
thought when
writing a short
story.
4. Have students
select their topic.

Beginning
Middle
End
3. Questions to ask
students:
Who is the main
character?
What is his or
her conflict in
the story

draft.
3. Have student get
three different
students to read
and edit their
paper.

short story.

class.