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Range Instructional Planning Guide

Tutors Name: Alexis Kiriakos
Student(s) Name(s):
Age: 10
Grade: 5th

Instructional Reader Stage: (circle one) Transitional Intermediate Advanced

Independent reading level: 2nd
Instructional reading level(s): 3rd
If a range, optimal instructional reading level for intervention:
Frustrational reading level: 4th

Notes on reading:
Listening Comprehension is low. Easily distracted

Word Study Stage: Mid-Late WWP Begin instruction with which features: Long vowel/Ambiguous vowels

Focus instruction on (select 1 main area): (circle one) Fluency Word Knowledge Comprehension

What Essential Question will guide our lesson sequence?
Do gender stereotypes help advance some people while placing limitations on others?

What primary comprehension strategy will we work with to develop independence?

What writing genre and/or focus will we include in our studies?

Supporting details using descriptive, broad range of words; sentence variation; proper punctuation
Instructional Goals from the Case Summary Sheet(s)
Fluency Word Knowledge Comprehension Writing
The students will work on The students will first work The students will develop The students will work on
increasing their rate to at on contrasting long vowels their ability to visualize, creating supporting details in
least 100 WPM. _____ reading with ambiguous vowels. After making inferences, and their writing as well using
at a rate of 80 WPM and _____ mastery of ambiguous summarize text. descriptive, broad range of
is reading 69 WPM. Fluency vowels, we will focus on words. Additionally, they will
will be a major focus for inflected endings if time Activities will include: improve sentence variation
instruction. permits. Somebody-Wanted- while using proper
But-So (Beers) punctuation.
Activities will include: Story Board
Echo Reading Activities will include: (Comprehension and Activities will include:
Choral Reading Speed sorts Vocabulary Strategies Sentence building
Cold, Warm, Hot Blind sorts p. 201) activities
Reading Writing sorts Two Column format Mini lessons using
Phrase Boundaries in Word hunts for inferring (Reading mentor texts
Text with Meaning p. 124) Journal writing in
Rereading familiar text response to books
Independent reading As student reads and Integrate writing into
interacts with the text, the word sorts
student will learn new words Main Idea and
and use vocabulary in supporting detail web
speaking and writing. We will maps
be focusing on Tier 2 words Hearing punctuation
throughout our texts.

Activities will include:
Vocabulary Meanings
Chart (Comprehension
and Vocabulary
Strategies p. 160)
Student Friendly
Use of Vocabulary
You Teach the Word
(WTW p. 299)

Lesson Reading for Fluency Word Knowledge Comprehension Writing
__10___ minutes __10___ minutes __15___ minutes __5___ minutes
1 Text title: General feature: long o (oa, o_e) Introduce & Explore Task:
Text source: vs. ambiguous vowel (ou) Social Justice Topics
Text level: Sort categories: oa, o_e, ou Select one to pursue
Skill focus:
Skill focus: Activity: Writing sort


2 Text title: Arthurs Bad General feature: long o (ow) vs. Text title: Mone Davis Task: Journal entry-
News Day ambiguous vowel (ow) Throws Like a Girl- Take a Stance
Text source: Reading A-Z Sort categories: ow (long o), ow And Thats Amazing!
Text level: M (ambiguous vowel), oddball Text source:
Teenbeing.com Skill focus: Adding
Skill focus: Rate Activity: Writing sort Text level: Fourth supporting detail to
grade writing
Activity: Cold, Warm, Hot
Read Content focus: Female
accomplishments in
Male Sports


3 Text title: The Story of General feature: long a (ai, a_e) Text title: Southern Task: Journal entry
Jeans vs. ambiguous vowel (au) California firms help
Text source: Reading A-Z Sort categories: ai, a_e, au fund STEM program
Text level: M for Girl Scouts Skill focus:
Activity: Speed sort Text source: Newsela Summarizing (main
Skill focus: Rate Text level: 720L idea and details)

Activity: Cold, Warm Hot Content focus: Gender
Read gap in the work force
(STEM jobs)

Skill focus:

4 Text title: Aesops Fables General feature: long u (ew, ue) Text title: Task: Journal entry
Text source: Reading A-Z vs. oddball Researchers: Teachers
Text level: M Sort categories: ew, ue, oddball began favoring boys in
math as early as Skill focus: Using
Skill focus: Rate Activity: Writing Sort kindergarten supporting details in
Text source:Newsela writing with a broad
Activity: Choral Reading Text level: 550L or range of words

Content focus: Gender
stereotypes in schools

Skill focus:

5 Text title: Art Around Us General feature: Inflected Text title: One Indiana Task: Journal writing
Text source: Reading A-Z endings- plural endings school is helping girls
Text level: M Sort categories: s, es find their footing in
STEM fields Skill focus:
Skill focus: Rate Activity: Word Hunt Text source: Newsela Summarizing (main
idea and supporting
Activity: Partner Reading Text level: 610L details)

Content focus: What
is society doing to help
gender stereotypes?

Skill focus:

6 Text title: Choose a General feature: Adding ing to Text title: Children Task: Final journal
familiar text from words with Vc and VCC patterns start believing gender entry (reflection of
(note previous lessons Sort categories: VC, double, VCC, stereotypes as young past lessons and their
progress Text source: Reading A-Z nothing as 6, study shows stance on gender
monitoring Text level: M Text source: Newsela stereotypes)
to include Activity: Writing Sort Text level: 600L
here) Skill focus: Rate Skill focus:
Content focus: Young Summarizing, using
Activity: Independent children believing supporting details,
Reading of familiar text gender stereotypes broad use of words

Skill focus:

7 Post assessment Post assessment Post assessment Post assessment
Finish up
SOL ELA skill SOLs: ELA skill SOLs: ELA skill SOLs: ELA skill SOLs:
Connections Reading 5.5 Writing 5.8 Reading 5.4 Writing 5.7
The student will read and The student will edit writing for The student will The student will write
demonstrate correct spelling. expand vocabulary for a variety of
comprehension of j) Use correct spelling of when reading. purposes: to describe,
fictional texts, narrative commonly used words. a) Use context to to inform, to entertain,
nonfiction, and poetry. clarify meaning of to explain, and to
m) Read with fluency unfamiliar words and persuade. a) Identify
and accuracy phrases. intended audience. b)
b) Use context and Use a variety of
sentence structure to prewriting strategies.
determine meanings c) Organize
and differentiate information to convey
among multiple a central idea. d) Write
meanings of words. a clear topic sentence
focusing on the main
5.6 The student will idea. e) Write
read and demonstrate multiparagraph
comprehension of compositions. f) Use
nonfiction texts. precise and
b) Use prior descriptive vocabulary
knowledge and build to create tone and
additional background voice. g) Vary sentence
knowledge as context structure by using
for new learning. transition words. h)
d) Identify the main Revise for clarity of
idea of nonfiction content using specific
texts. vocabulary and in
e) Summarize
supporting details in Content SOLs:
nonfiction texts.
g) Locate information United States History
to support opinions, The student will
predictions, and demonstrate skills for
conclusions. historical and
k) Identify new geographical analysis
information gained and responsible
from reading. citizenship, including
l) Use reading the ability to
strategies throughout
the reading process to e) evaluate and
monitor discuss issues orally
comprehension. and in writing
m) Read with fluency
and accuracy. Civics and Economics
Content SOLs: The student will
United States History develop the social
The student will studies skills
demonstrate skills for responsible
historical and citizenship requires,
geographical analysis including the ability to
and responsible
citizenship, including h) select and defend
the ability to positions in writing,
discussion, and debate
b) make connections
between the past and
the present

Civics and Economics
The student will
develop the social
studies skills
responsible citizenship
requires, including the
ability to
d) distinguish between
relevant and irrelevant
e) review information
for accuracy,
separating fact from