Lesson Plans Ild Saruul-Erdene

Word Recognition in Isolation

Johnny Mayen scored 95% Flash and 100% Untimed for 2nd grade, 85% Flash and 95% Untimed for 3rd grade, 75%
Flash and 90% Untimed for 4th grade, 60% Flash and 80% Untimed for 5th grade, and 35% Flash and 80% Untimed
for 6th grade.
Word Recognition in Context
On the 3rd grade reading passage, Johnny got a WRC of 98%, a comprehension score of 100%, and a words per
minute rate of 97. On the 4th grade passage, he got a WRC of 97%, a comprehension score of 100%, and a words
per minute rate of 91. On the 5th grade passage, he got a WRC of 95%, a comprehension score of 75% and a
worder per minute rate of 63.
Based on these results, Johnny is at a 4th grade instructional reading level. He was also found to be at the middle within
word spelling stage by the Words Their Way assessment.

Whole Group
Objectives to make connections and incorporate new information into our background knowledge and schema
Standards of Learning 4.5 the student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
Monday
Tuesday
Wednesday
Thursday
Friday
Activity: Students
Read-aloud: Dont
Activity: Students
Discussion: Students Discussion: There
will listen to the song Laugh at Me by
will listen to the song
will have a discussion will be a teacher-led
Rachel Delevoryas
Steve Seskin and
Rachel Delovoryas
on the book and the
discussion on facts
by Randy Stonehill.
Allen Shamblin. They
again. They will
song. Their focus will
and opinions and how
They will discuss their will discuss their
discuss similarities
be on making text-to- they are different.
thoughts and feelings thoughts and feelings and differences
world connections.
and make text-to-self and make text-to-self between the song and What lessons can we Activity: Students
connections.
connections.
the book Dont
learn from the book
will be given cards
Laugh at Me, thereby and the song?
with simple
making text-to-text
statements on them

connections.

and sort them as

facts or opinions.

Guided Reading
Objectives to improve comprehension of fictional text through the book Frindle by Andrew Clements
Standards of Learning 4.5 the student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
Monday
Tuesday
Wednesday
Thursday
Friday
Mini-lesson:
Mini-lesson: Draw
Mini-lesson: Make,
Mini-Lesson: Identify Mini-lesson: Review
Authors purpose
conclusions and make confirm and revise
cause and effect
of lessons
(persuade, entertain,
inferences about text predictions
relationships
inform)
Reading: Continue
Reading: Continue
Reading: Students
Reading: Continue
choral reading
Reading: Choral read choral reading
will make predictions
choral reading
Frindle.
Chapter 1 of Frindle, Frindle.
on what they think
Frindle.
while considering the
will happen in the
Discuss: The teacher
authors purpose.
Discuss: Teacher
reading and then
Discuss: Students
goes over any lessons
models explaining
continue choral
will examine events of where students
Discuss: Did
what the text says by reading Frindle.
the book and explain
struggled so that they
Andrew Clements
referring to details
why they happened
will have the chance
write the book to
and examples from
Discuss: Students
or what caused them
to review and develop
persuade, entertain or the text. Then,
will confirm or revise
to happen.
their understanding of
inform? Why?
students take turns
their predictions and
the weeks lessons
doing this.
make new ones.
further.
HomeworkHomeworkHomeworkHomeworkHomeworkRead for at least 20
Read for at least 20
Read for at least 20
Read for at least 20
Read for at least 20
minutes and get
minutes and get
minutes and get
minutes and get
minutes and get
reading log initialed
reading log initialed
reading log initialed
reading log initialed
reading log initialed
by parent or guardian. by parent or guardian. by parent or guardian. by parent or guardian. by parent or guardian.

Independent Reading
Objectives to give students the opportunity to read independently

Standards of Learning 4.5 the student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts and poetry
Monday
Students read
independently a book
of their choice while
the teacher confers
with other students.

Tuesday
Students read
independently a book
of their choice while
the teacher confers
with other students.

Wednesday
Students read
independently a book
of their choice while
the teacher confers
with other students.

Thursday
Students read
independently a book
of their choice while
the teacher confers
with other students.

Friday
Students read
independently a book
of their choice while
the teacher confers
with other students.

Writing
Objectives to improve organization skills in writing
Standards of Learning 4.7 the student will write cohesively for a variety of purposes
Monday
Tuesday
Wednesday
Thursday
Mini-lesson:
Mini-lesson: Using
Mini-lesson:
Mini-lesson:
Identifying intended
pre-writing strategies Organizing
Organizing narrative
audience
informative/explanator writing
Writing: Students
y writing
Writing: Students
will choose and use a
Writing: Students
will write a short
pre-writing strategy.
Writing: Students will will write a narrative
essay on any topic
Examples include,
write either an
or a story. They make
they choose. Before
brainstorming, listing, informative or
sure to organize an
they start writing,
mind-mapping and
explanatory piece and
event sequence that
they will choose and
creating graphic
make sure they clearly unfolds naturally and
record the intended
organizers.
introduce the topic,
provide a conclusion.
audience of their
group related
essay.
Sharing: Students
information in
Sharing: Students
will have the
paragraphs and
may share their
Sharing: Students
opportunity to share
provide a concluding
pieces and explain
will have the
the pre-writing
statement.
how they organized
opportunity to share
strategy they used.
it.
their writing if they
Sharing: Students

Friday
Writing: Students
choose to write about
either a narrative or
informative piece.
The focus of their
writing is on
organization.
Sharing: Students
may share their
writing and explain
how they organized
it.

want to.

may share their pieces

and explain how they
organized it.