Week Long Literacy Lesson Plans

Name: Deanna Epley

The student assessed for the QRI assessment is a fourth grade boy in the below-grade-level reading group, who
will be referred to by the pseudonym, Brandon. This literacy lesson is based off his levels in reading at the instructional
and independent levels. Brandon scored on a third grade level for the correct identification of words in isolation, and a
94.2% when remaining on a third grade level for the correct word recognition in context. Many of his errors were
complete omissions of text that were counted as only one whole error, although he comprehended 100% of the text.
Because of this, he was re-tested for word recognition in context at a second grade level, and scored a 93.9%. He read
second grade words in context at a rate of 149 words per minute. His comprehension of what he read scored a 5.5 out
of 8. Given this data, it is roughly concluded that Brandon reads independently at a second grade level. He is at an
instructional level of about grades 2.3-3, and reaches frustration while reading at a 3+ grade level.
Whole Group (approximately 20-30 minutes)
Objectives
Students will investigate what schema is and construct their own knowledge of what schema they have.
Standards of Learning
4.6
The student will read and demonstrate comprehension of nonfiction texts.
i) Use prior knowledge and build additional background knowledge as context for new learning.
Monday
Introduce/model
schema using the lint
roller experience.
Written on the strips
of paper will be
information thats
unique about myself.
Have students do the
same on their own
strips of paper and
allow them to lint
roll their strips into

Tuesday
On chart paper, make
a T chart with the
words Frozen on the
left and Shoshoni
on the right at the
top. Here, we will test
out what schema
students have on the
topics of the movie
Frozen and the
Shoshoni tribe. Allow
students to shout out

Wednesday
Concentric Circles of
Connections: Briefly
review with students
that weve now
named what a
schema is and have
discovered the
difference it makes
when
reading/learning
about a topic. Now,
make a bulls eye

Thursday
Read Aloud: Students
will be read a read
aloud selection that
ties in with their
social studies lesson
called, How we
Crossed the West:
The adventures of
Lewis and Clark. Stop
throughout the book
and allow students to
share connections to

Friday
If more time is
needed to finish the
read aloud activity
from the day before
(most likely), take
time and finish that
first. Allow students
to continue to make
connections while
reading. Next, on
chart paper, have
students create

their schema. Debrief

after the activity and
explicitly explain
schema is whatever
background and prior
knowledge one has
on a topic.

as many thoughts,
opinions, feelings,
etc. about Frozen for
30 seconds. Then,
have students do the
same for the
Shoshoni. Debrief by
having students
explain why they said
the things they said
about each. Then,
reiterate to students
how schema is all
your own.

chart and say we

can now talk about
how to connect to
texts using our
schema. Start at the
center of the bulls
eye and write the
word text. Then, in
the next closest circle
write text-to-self,
then text-to-text in
the next circle, then
text-to-world in the
final circle, farthest
from the center.
Discuss with students
what each connection
means and have
students give
examples from their
independent reading
books.

the text they may

have or can identify.
The books is 37
pages long, so
reading and making
connections will take
the whole time if not
more.

thinking stems that

help them remember
what schema is and
what it does when
were reading. The
chart will include
stems like, That
reminds me of
Im remembering
I have a connection
to etc. Then,
conclude and review
with students all they
have learned about
schema by referring
back to the charts
weve made
throughout the week.

Guided Reading (15-25 minutes)

Objectives
Students will read and demonstrate comprehension of the nonfiction text, From Tadpole to Frog by Shannon Zemlicka.
Students will complete independent reading for homework that reflects students comprehension abilities and skills.
Standards of Learning
2.9 The student will read and demonstrate comprehension of nonfiction texts.

a)
b)
c)
d)
e)
f)
g)
h)

Preview the selection using text features.

Make and confirm predictions about the main idea.
Use prior and background knowledge as context for new learning.
Set purpose for reading.
Ask and answer questions about what is read.
Locate information to answer questions.
Identify the main idea.
Read and reread familiar passages with fluency, accuracy, and meaningful expression.

Monday
-Introduce book: Have
students identify the
text as nonfiction, ask
one student to explain
-Access students
background
knowledge: Have you
seen tadpoles and/or
frogs before? If so,
where?
-Fill out K in KWL chart
as a group (teacher
writes on chart paper)
-Word
work/vocabulary:
tadpole, hatching,
gills, lungs, froglet.
Have students look in
the glossary in the
back of the book and
assign one word to 12 students to define,
locate in the text, and

Tuesday
-Picture walk on own
-Complete W in KWL
chart (teacher writes
on chart paper)
-Review word
work/vocab (refer
back to glossary if
needed)
-Identify the authors
purpose for writing
the book, What does
the author want you
to learn?
-Make predictions/ask
questions on sticky
notes and post on
board for group to see
-Whisper read: pages
4-13
-Talk about what
vocabulary was
found/read and what
was learned about

Wednesday
-Complete L in KWL
chart for what was
learned about
tadpoles thus far.
-Read pages 14-22
(the end) in pairs. If
there is an odd
number, student may
pair with and read to
teacher.
-Complete remaining
Ls in KWL chart
(teacher writes on
chart paper).
-Discuss predictions
and questions made
yesterday: make a
detail web
answering our
questions or
confirming
predictions as a group
on chart paper.

Thursday
-Teacher rereads to
model fluency,
accuracy, and
expression.
-Review word
work/vocab while
reading by stopping
at the words and
asking a student
volunteer to tell the
group what the word
means.
-Compare/contrast
tadpoles and frogs
using Venn diagram
as a group on chart
paper
(comprehension)
-Ask students to
identify any text-toself, text-to-text, or
text-to-world
connections they

Friday
-Retell the story to a
buddy using the
pictures on each
page.
-As a group, reflect on
KWL chart and review
what was learned,
predicted, and what
connections students
made.
-Discuss what
strategies were used
to help us
comprehend the text
(i.e. KWL chart, Venn
diagram, predictions,
word
work/vocabulary,
making connections).

explain to the rest of

their peers.
-Whisper read first
page individually.
-Ask students what
theyre wondering
about and discuss.

tadpoles.

HomeworkRead independent
reading book for 20
minutes. Mark with
small sticky notes any
notice and note
moments (see
attached).

HomeworkRead independent
reading book for 20
minutes. Mark with
small sticky notes any
notice and note
moments (see
attached).

have (connection to
whole group
instruction).

HomeworkRead independent
reading book for 20
minutes. Mark with
small sticky notes any
notice and note
moments (see
attached).

HomeworkRead independent
reading book for 20
minutes. Mark with
small sticky notes any
notice and note
moments (see
attached).

HomeworkHave a great
weekend! Get outside
and do something
fun!

Independent Reading (20-30 min.)

Objectives
Students will use their identified notice and note moments from their independent reading books for guided, one-onone discussion with the teacher during independent reading time.
Standards of Learning
4.5
The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
k) Use reading strategies throughout the reading process to monitor comprehension.

Monday
Meet with 3-5
students one-on-one
to discuss their
notice and notes
from their

Tuesday
Meet with 3-5
students one-on-one
to discuss their
notice and notes
from their

Wednesday
Meet with 3-5
students one-on-one
to discuss their
notice and notes
from their

Thursday
Meet with 3-5
students one-on-one
to discuss their
notice and notes
from their

Friday
Meet with any
remaining students to
discuss their notice
and notes from their
independent reading

independent reading
books. Make notes of
how many pages
have been read since
last meeting. Help
with pacing as
needed by providing
students with page
number goals for
each day.

independent reading
books. Make notes of
how many pages
have been read since
last meeting. Help
with pacing as
needed by providing
students with page
number goals for
each day.

independent reading
books. Make notes of
how many pages
have been read since
last meeting. Help
with pacing as
needed by providing
students with page
number goals for
each day.

independent reading
books. Make notes of
how many pages
have been read since
last meeting. Help
with pacing as
needed by providing
students with page
number goals for
each day.

books. Make notes of

how many pages
have been read since
last meeting. Help
with pacing as
needed by providing
students with page
number goals for
each day.

Writing (30-40 minutes)

Objectives
Students will organize a short story about themselves on a real or imaginative adventure they have taken with
someone or some people.
Students will identify individually each of the five elements needed to write a short story.
Standards of Learning
4.7
The student will write cohesively for a variety of purposes.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
k) Include supporting details that elaborate the main idea.
Monday
Mini-lesson: Theme
Using the book, Some
Things Are Scary: No
Matter How Old You
Are by Florence Parry

Tuesday
Mini-lesson:
Characters &
Setting
Start by reading the
book, Some Birthday

Wednesday
Mini-lesson: What
are we confused
about?
If students are
confused about any of

Thursday
Mini-lesson: Plot and
Conflict
Read, When Sophie
Gets AngryReally,
Really Angry by Molly

Friday
Mini-lesson: What
are we confused
about?
Plot and conflict can
be difficult for some

Heide, read a few

pages (not the whole
thing) and have
students identify what
the main idea was in
those few pages. Ask
students to write
down some things
they think are scary.
This activity will be
personal, so no
sharing will occur so
as not to embarrass
students.
~Time for writing~
Next, ask them to
think about their story
a little bit. What kind
of theme, or main
idea, is their story
going to have? Have
students brainstorm
and make a web of all
the possible themes
they could use in their
adventure story. Ask
students to circle the
theme(s) theyve
decided on.
~Time for writing~
Sharing: Have each
student share what

by Patricia Polacco.
Have students
identify the
characters in the read
aloud story, and
where they were
introduced (at the
beginning). Indicate
to students that this
is where their
characters in their
story should be
introduced. Ask
students to define
setting in their own
words. Call on a few
students to have
them identify the
setting(s) in the read
aloud. Now, ask the
students to write a list
of the characters they
want in their story,
and describe how
they relate to them
(the student). Then,
have students
practice using the
most descriptive
language they can to
describe the setting
of their story in

the short story writing

elements, the teacher
will review again as a
whole group. This day
will be used mostly
for writing. Students
can work one-on-one
with the teacher if
needed, especially if
they still have no
direction for their
story. Students are
permitted to work
with peers as well.

Bang. Ask students to

access their schema
and give examples of
what a conflict might
be in a story. Have
them identify some of
the conflicts in the
read aloud. What
was the problem?
How did it happen?
Discuss what kinds of
conflicts could arise in
an adventure. Next,
ask students to
access their schemas
again. Ask if they
know what the plot is
in a story, and can
they give an example
of plot using the read
aloud or their own
book. What events
occurred? Give
students other
examples of plot from
short stories they
know like, Three Billy
Goats Gruff or The
Three Little Pigs.
Ask students to think
and write in complete
sentences their

students to grasp.
Help students first
identify what the two
elements are, and
then assist in
developing their own
storys conflict and
plot. This day will be
used mostly for
writing. Students can
work one-on-one with
the teacher if needed,
especially if they are
struggling with their
storys direction.
Students are
permitted to work
with peers as well.

their storys major

theme is going to be
with the class, giving
feedback along the
way. Provide
individualized
instruction for those
who are struggling.

complete sentences.
~Time for writing~
Sharing: Ask students
to pair and share with
a neighbor and read
them their setting
descriptions.

storys plot, and one

sentence about the
conflict. Be creative!
~Time for writing~
Sharing: Ask students
to pair and share with
a neighbor and read
them their storys plot
and conflict.