Lesson Plans

Name Shannon Donegan

Meghan is a 2nd grade student. She is below grade level in work recognition in isolation. Meghan scored 100% on the word lists PrePrimer 1 and Pre-Primer 2/3. She scored a 95% on Primer in both words identified automatically and word Identified untimed. She scored 75%
timed on the first grade word list and 90% untimed. I did continue to the second grade word list after completion of the 1 st grade list. She scored
a 50% in timed and a 60% untimed.
When Meghan completed the word recognition in context portion of the assessment she scored 92% on the second grade assessment
withWhole
a 25% comprehension
rate when completing
the retelling
portion she scored a 30% on the retelling portion of the assessment. I did not
Group (approximately
20-30 minutes
daily)
st
have a chance to do a 1 grade level assessment with her unfortunately. I am going to do my best to use the information this second grade test
give me.
From this assessment I have gathered that she is instructional at the 1 st grade level. Meghan scored 75% on her words in isolation at the
first grade level and her scored indicated that second was her frustration level in words in isolation. Although her Words recognized in context
was a 92% and she averaged about 49 words per minute (which is not far below instructional) at the second grade level her comprehension
scores were low. Meghan scored a 25% comprehension rate. From this I would still gather that her instructional level is 1 st grade but due to her
comprehension rate at the second grade level, second grade is her frustration level. She was very comfortable with the Words in isolation up to
the Primer level therefore I conclude that she is Independent at the Primer level.

Objectives
Students will understand the concept of metacognition
Student will know that they have to think about their thinking
Students will be metacognitive about their reading
Standards of Learning
2.8 The student will read and demonstrate comprehension of fictional texts.
2.9 The student will read and demonstrate comprehension of nonfiction texts.

Monday
Introduce the students the
topic of metacognition

Tuesday
Yesterday we
made a reading

Wednesday
Materials
o Thought

Thursday
Friday
We will be talking Have these
again about
quotes posted

The Reading Salad

Materials
o Large bowl
o Two smaller bowls
o Large red paper
squares
o Small green paper
squares
Read the students passage
from a college level book
o Tell them that they are
going to act like the
teacher and evaluate
what you are reading.
Ask the students what they
think of the quality of your
reading
Tell the students that
sometimes you can trick
people when you read.
o Sometimes when you
read you forget to
think. You are reading
fast and well but not
thinking about what
you are reading.
Explain to the students that
that is the kind of reading
that you were just doing.
Instruct the students to turn
and talk to one another
about their fake reading.

salad. Turn to
your neighbor
and discuss what
Metacognitions,
thinking about
your thinking,
and reading
salad mean to
you
Tell the students
that everyone
learns in
different ways.
For example we
learned
yesterday about
metacognition
For some of you
just haring about
it helped you to
understand it but
some of you
need to
experience it
which is why we
made the salad
Now we are
going to learn
about it in one
more way
Many people in
this room are

bubble
made out
of two foot
wide
poster
board
This will be used
to show how
proficient
readers think
while they are
reading
o This will
also assure
students
that the
voice
inside their
head is
normal
o This voice
in the
conversatio
n voice,
the voice
that
merges
with the
text
First model the
use of the
thought bubble

metacognition
Ask what the
students can
recall about
metacognition
Today we are
going to read a
picture book.
o What is
different
about this
picture
book is
that it does
not have
any words
Tell the students
that when we
read a wordless
book it is easy to
be aware of our
thinking because
there are not
words to get in
the way.
The students will
be reading the
book The Red
Book.
The students will
work in pairs
I will put a list of

in your
classroom
throughout this
unit
o when
the mid
is
thinking
it is
talking to
itself
Plato
o Thinkin
g is the
hardest
work
there is,
which is
probably
the
reason
why so
few
engage
in it
Henry
Ford
o No brain
I
stronger
than its
weakest

Now tell the students that

you are going to
demonstrate real reading to
them
Point out the three bowls
that you have
o The large bowl is
labeled real reading
salad and the small
bowls are labeled
text and thinking.
In the text bowl there are
red cards that they text
these are like tomatoes
The thinking bowl has green
cards. These are like the
lettuce.
When I read the story The
Juice Box Bully I will point
to the text when I am
reading from the text and I
will point to my head when I
am thinking
o I am doing this so that
you can see the
difference between
my reading and my
thinking
While all of this is going on
we will be making a salad
o Put children in charge
of the tomato and

visual learned
o This means
that they
like to see
words and
information
in
something
like a
graphic
organizer
o To do this
we are
going to
use a Venn
diagram
Instead of the
Venn diagram
being two circles
like you have
seen before the
one we are going
to be will be the
intersection of a
book and a head.
Turn and talk to
your neighbor
about how you
think this will be
helpful
Once they are
done bring the

to the students
using the book
Mr. putter and
Tabby pick
pears
Continue
modeling for half
of the book
Then allow the
students to be
the reader and
the thought
bubble.
The reader sits
and the thought
bubble person
stands next to
them holding the
thought bubble
and poking their
head through the
whole in the
middle of it
The reader reads
aloud and the
thinker thinks
aloud as if they
were one in the
same person.

thinking stems
on the board for
them to refer to
as they work in
pairs
o Im
thinking
o Im
noticing
o Im
wondering
o Im seeing
o Im feeling
Tell the students
to go through the
book slowly
talking about
what they think
on each page

think
-Masson
Learnin
g without
thought
is labor
lost
Confusio
us
A library
is
thought
in cold
storage
Samuel
Thinkin
g is only
a process
of talking
to
yourself
A
moment
thinking
is an
hour I
words
Hood
Readers
are
plentiful
thinkers

lettuce bowls.
Point to text and read the

front cover.
o The Juice Box Bully:
Empowering Kids to
Stand up for Others
Point to head
o I am thinking that this
book is going to be
about standing up to
bullies
Point to text and read first to
pages
o When I was a kid I
moved a lot because

of my Dads Job. I was

the new kid at school
a lot do I know how
Pete feels. I wonder
why he is being so
rude? Wouldnt he
want to be nice so
that he can make new
friends?
Continue to model the
pattern of text-thinking-textthinking till you get halfway
through the book
Ask the students what they
thinking about reading like
this?
Instruct the students that

class back
together
Tell the students
you are going to
begin to write
o Tell them
that they
can infer
aloud while
you write,
they can
guess what
you will be
writing
Write Text what
the author has to
say on the book
and Thinking
whats going on
in my head and
real reading in
the middle
Tell the students
it is now time to
give the chart a
title
o Lets write
and
equation
because
math
makes

are rare

Martinea
u
Write these
quotes on
sentence strips
Split students
up into groups
of two each
with one of
these quotes.
Have the
student
discuss with
each other
what is meant
by the quote,
drawing on
what they have
learned about
metacognition
At the
conclusion of
their
discussion
have them
share their
thoughts with
the class.

now we are going to

continue reading the book
but this time they are going
to do that thinking.
o When it come time to
think I will ask some of
you to share what is
going on in side of
your head
o When you do this
come up and drop a
green card in the
salad
Tell the students that in
doing this they have been
really reading
The salad symbolizes what
real reading is made of
There are more green
papers then red in the salad
because thinking should
take up way more space
then words on a page
What we have been doing is
thinking about our thinking
o This is called
metacognition.
o Over the next few
days we will be
learning more about
metacognition

sense to a
lot of
people
Text +
thinking=Real
reading
Now lets link
metacognition to
the chart
o Metacognit
ion is
thinking
about
thinking
o Lets write
that on the
chart
Post the chart in
a visible place in
the room for the
students to refer
to
Tell the students
that over the
next few days we
practicing
metacognition is
many different
ways.

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
Standards of Learning

Monday
The students will
read be reading
Three Billy Goats
Gruff.
Begin with a
prediction. Ask the
students what they
think this story will
be about based off
of looking at the
title and the cover.
Instruct the
students to do a
picture walk.
Look through the
book at each
illustration and try
and determine
what you think
happens in the
story
Go around the

Tuesday
The students will
now read the book.
They will read it
out loud to
themselves.
As they read I will
go around and
have each student
read to me. I will
instruct them to
pause when they
get to the page
about the troll
One day, the
goats went to
cross the only
bridge in the city
and eat some of
the grass. The
problem was that
under the bridge
lived a mean, ugly,

Wednesday
The students will
complete a
retelling activity
I will instruct the
students to buddy
re-read the book
I will model
retelling the story
to them
The students will
be given Billy
goats gruff
characters and
pieces. Each
student will go
through and retell
the story to me
using the Billy
Goats Gruff
manipulatives.

Thursday
o Students will
complete a
readers theatre.
o Students will each
be given a script of
Three Billy Goats
Gruff.
o We will together
come up with a
character profile
for the three goats
and the troll
o The students will
infer what they
think that
character would
act like, voice they
would have, etc
o The students will
go through and
each read their
part

Friday
o Students will be
given a chance to
practice their mini
play of readers
theatre in their
small groups.
o They will then
present they show
to the class

table and as the

students what
information they

have gathered
from their picture
walk.
Did their idea

about what the

story is about
change?
Instruct the
students to use the
statement I
predict
because
o Make sure
that the
students are
justifying
their
predictions.

huge troll. And he

was hungry, too.
I will ask the
students to predict
what they think is
going to happen.
Ask the students
what questions
they asked
themselves while
reading.
As they continue
through he story I
will pause and ask
them to
summarize what
has happened so
far, what questions
they asked
themselves or
wondered about.
At the completion
of the book I will
ask the students to
make connections
o Does this
book remind
them of
another book
that they
read?

o They will be
encouraged to use
different voices
while reading
o I will have them
read through the
piece a few times
o I will tell them that
tomorrow they will
be acting out their
story for the class
o They will then get
a chance to begin
working together
to plan how they
will act out the
story
o I will provide props
for the students to
use

HomeworkComplete a picture
walk again at home
with their parents.
Send home
instruction with
student on how to
conduct a picture
walk.

HomeworkTake the book home

and read it out loud to
their parent/guardian

HomeworkStudent will retell the

story of Three Billy
Goats Gruff to their
parent/guardian

HomeworkStudents will write a

list of characteristics
about their character
and practice there
character voice

HomeworkNone

Independent Reading (Do not really need to plan, but need to know that it fits into you plan each day and that
teacher will be conferring with students during this time).
Objectives
o Students will choose a good fit book and read it while teacher completes conferences
Standards of Learning
2.8 The student will read and demonstrate comprehension of fictional texts
J) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful
expression.
Monday

Tuesday

Wednesday

Thursday

Friday

o Students will
select a good fit
book for
themselves
o Student will
read this book
to themselves
for 20 minutes
o Teacher will
complete
conferences
with students
during this time

o Students will
select a good fit
book for
themselves
o Student will
read this book
to themselves
for 20 minutes
o Teacher will
complete
conferences
with students
during this time

o Students will
select a good fit
book for
themselves
o Student will
read this book
to themselves
for 20 minutes
o Teacher will
complete
conferences
with students
during this time

o Students will
select a good fit
book for
themselves
o Student will
read this book
to themselves
for 20 minutes
o Teacher will
complete
conferences
with students
during this time

o Students will
select a good fit
book for
themselves
o Student will
read this book
to themselves
for 20 minutes
o Teacher will
complete
conferences
with students
during this time

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for
approximately 30-40 minutes each day).
Objectives
o Students will be able to generate ideas before writing
o Students will be able to write a personal narrative
Standards of Learning
11. .12 The student will write stories, letters, and simple explanations.
1. a) Generate ideas before writing.

2. b) Organize writing to include a beginning, middle, and end for narrative and expository writing.
3. c) Expand writing to include descriptive detail.
4. d) Revise writing for clarity.

Monday
o We will have read
the story Getting
Ready For Second
Grade Amber
Brown and will
then read Its
Justin Time,
Amber Brown by
Paula Danzinger.
o While reading this
story as well as
after we will
discuss the
friendship that
Amber has with
her best friend
Justin Daniels.
o Throughout the
next few days
they will be
constructing a
personal narrative

Tuesday
o I will model my
personal narrative
to the students I
will write it in three
different colors
o Green for introduce
friend (name, age,
looks like, hobbies)
o Blue for what you
do together
o Red for why you
like your best friend
o I will then have the
children close their
eyes and imagine
their best friend
o What they
look like, why
they are
there best
friend, what
they do with
them, things

Wednesday
o The students
will write in
their journals a
rough draft of
their narratives
in their journals
o I will walk
around the
classroom and
help them with
spelling,
punctuation,
and grammar.
o Discuss a title
with the
students
o Have the
students com
up with their
own creative
title

Thursday
o The students
write a second
draft of their
personal
narratives
o They will share
their narratives
with a partner

Friday
o The students
will write their
final draft of
their personal
narrative and
draw a picture
of their best
friend.
o They will then
be given the
opportunity to
read these to
the class.

about there best

friends.

they like