Comprehension Weekly Lesson Plans

Name

Katie Hardy

Student Grade Level

4th__

Information here should be summary of what found on assessmentinclude stage of development and strengths/weaknesses in stage.
After administering a QRI (qualitative reading inventory) to Jason, I would place him in the Syllables and Affixes stage of spelling development and
would also argue that Jason is at reading level for fourth grade. When it came to reading passages, he read with great expression and care, and
focused on understanding what he was reading. One thing that stood out to me was how quickly Jason wanted to read, even though he would get
caught up in the words he was reading, and would have to repeat phrases or specific words multiple times. When answering comprehension
questions, he answered most of them right away, only having to refer to the text for the last questions. For those last questions, he would just read
the text back, which while it is a good strategy to find the answer, he could work on synthesizing what he is reading into his own words.

Objectives for week The student will practice comprehension skill of distinguishing between fact and opinion while reading nonfiction text.
SOLs for week Reading 4.6- The student will read and demonstrate comprehension of nonfiction texts
h) distinguish between fact and opinion
*- While reading each day, the teacher will stop and discuss vocabulary and/or important points with the students.
Monday
Tuesday
Wednesday
Thursday
Friday
During this reading group, The reading group will
The reading group will
Students will work in pairs
Students will write their own
the students will be given
read and discuss
read and discuss the
to identify the facts and
facts and opinions about places
the text The Northeast
Chapter 2 of Cohens
third chapter and
opinions that can be found they have been to in the
by Stephanie Cohen. On
book, The Northeast. conclusion of Cohens
in The Northeast. The
Northeastern part of the United
this day, the 30 minutes
book, The Northeast. pairs of students will also
States. Then, working with
will be spent previewing
share what they found with different partners, they will read
the book, and reading the
the whole group, and state each others sentences and
introduction and first
why their sentences are
determine whether they are
chapter.
facts or opinions.
facts or opinions.

Describe in detail all materials you would use for these lessons: Book: The Northeast by Stephanie Cohen, sticky notes (to mark possible
stopping points)

Writing Weekly Lesson Plans

Name

Katie Hardy

Student Grade Level

4th__

Information here should be summary of what found on assessmentinclude stage of development and strengths/weaknesses in stage.
At fourth grade, Jason has developed many good writing techniques like staying focused on the topic, including some quality supporting details, and his sentences
vary in length and the paragraph has a good flow to it. In terms of mechanics, he capitalizes proper nouns and first words of sentences and uses punctuation
correctly most of the time. He also uses standard word order (subject, verb, and object) with sentences like When I play football I try to dive and catch the ball.
Also, based on the rubric, he does double-space his writing, as he was probably taught to do. Because Jason is a developing writer, there are still some parts of
writing that he needs to focus on and work to make better. For example, there are no commas in his paragraph, even in places where there should be. In particular,
he has a sentence where he lists out some of the rules of football, but he does not separate them with commas. Spelling is also a concern, where he spelled words
like favorite as faviort repeatedly and omits the e in rules. It also took a lot of time for Jason to write this paragraph. When conducting the interest inventory,
Jason has told me that he does not like to write, since it takes time away from other things, like math.
Objectives for week The student will practice writing for different types of audiences.
SOLs for week English 4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
Monday- What is an Audience?
To begin this week-long mini lesson,
I will start a conversation with
students about what an audience
is. Some questions to include:
When we write, who do we
write to?
Do we change the way we
write for different people?
How? Why?
To end this discussion, I will have
students brainstorm possible topics
that could be written differently for
different audiences, (how-to
instructions, for example).

Tuesday- Prewrite
The next day, we will review
the audience conversation
we had the previous day.
Then, I will ask students to
work in groups to pick a
topic. While working in
groups, they will work
together to identify different
audiences that they can
write to on their topic.
Example: Favorite food
Teacher, parents,
friends, professional
cook, other students

Wednesday- Draft
While working with their same
groups from the previous day,
each student in that group will
be assigned an audience to
write for, but still on the same
topic.
Audiences will include:
Teacher (Me)
Parents
Friends in the class
Other students in the
school
Students will draft a paragraph
written for that audience.

Thursday- Draft and Revise

On this day, students will edit
and revise their paragraphs.
Students will peer-edit each
others paragraphs and the
students will edit other writings
that have the same target
audience as they do. So a
student who is writing for the
teacher will edit another
student who is writing for the
teacher, etc.
When editing and revising is
finished, students will type their
paragraph on Google Docs.

Friday- Publish and Share

Students will share their
typed paragraphs
through Padlet, a website
which is used to share
work. The work will be
organized by topic that
the students chose. I will
then ask students to read
each others work, and
see if they can identify
what the intended
audience is for each one.

Describe in detail all materials you would use for these lessons: Students will need any writing materials, access to a computer to type with
Google Docs, and a Padlet set up for students to post their written paragraphs.

Word Study Weekly Lesson Plan

Student Grade Level _____4th _____

Name ____Katie Hardy_____

Information here should be summary of what found on assessmentinclude stage of development, strengths/weaknesses in stage, and instructional needs from
what child is using but confusing.
After administering a QRI (qualitative reading inventory) to Jason, I would place him in the Syllables and Affixes stage of spelling development and would also argue
that Jason is at reading level for fourth grade. When it came to identifying words, he did with ease until he reached words that were at his frustration level, which
came from a fifth grade list. However, when he came across words he did not know immediately, he did his best to sound them out and gave them his best effort,
using strategies that he has learned over the years. He was able to correctly identify words with consonants, short vowels, digraphs, blends, common long vowels,
other vowels, and inflected endings. He started to trip up with words that had unaccented final syllables and harder suffixes.

Objectives for week The student will continue to expand their vocabulary by studying words with numbered prefixes.
SOLs for week Reading 4.4 : The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use wordreference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary
from other content areas.

Monday- Model
On the first day of this word study
list, I will pass out the words and
read over the list with them. I will
complete a sort with them,
reading each word and placing it
in a specific category based on its
prefix. For each category, I will
introduce the idea of how these
prefixes are connected to a
number: uni- is one, bi- is two, and
tri- is three.

Tuesday- Sort
The next day, I will review
with the students the
different prefixes we
learned the previous day. I
will then have my
students in this group
complete a closed sort,
with the numbered
prefixes as the category
headings.

Wednesday- Word Hunt

On the third day with this word list,
the students will have a choice of
an activity to complete:
Students can write a story
using at least 10 of the
words from the sort.
Students can complete a
word hunt in a dictionary
to identify other words that
begin with a specific prefix

Thursday- Game
On the fourth day, students will
work in groups and play a game
of jeopardy, as a whole class,
with the list of words (see below
for more specifics). Students will
need to work together to
identify the word and spell the
word correctly in each category.

Friday- Assessment
On the final day with this
word list, students will be
assessed. I will read the
words aloud, making sure
to use the word in a
sentence and repeat the
word at the beginning and
end of the sentence.

Describe in detail all materials you would use including listing the words for the word sort of the week, any games, or what they
might do in their word study notebook.
Word List (from Words Their Way)
Number Prefixes

Unicycle
Unison
Unicorn
Unique
Uniform
Universe

Bicycle
Biweekly
Bisect
Bilingual
Biplane
bifocals

Tricycle
Trilogy
Triangle
Tripod
triple
Trio
Triplets

Game
Word Study Jeopardy Categories: (oddball/challenge words could be added: mono- and quad-

Uni-/One
o 5 words above, under the first column Uni-
Bi- /Two
o 5 words above, under the second column bi-
Tri-/ Three
o 5 words above, under the third column
Possible Oddballs/ Challenge
o Monologue
o Quadrilateral
o Quadruplets
o Monopoly
o Monolingual