Julianna Klioze

Madison Schrantz

Week-Long Literacy Block Lesson Plans

Student 1 - L books
In word recognition in isolation the student performed well in the Primer, 1s and 2nd grade level. The student began to perform poorly at the 3rd
and 4th grade level and really poorly receiving a 35% at the 5th grade level.
In word recognition in context the student received a 94% at both the 2nd and 3rd grade level. However, for the comprehension rate the
student performed dramatically different in each grade level. He received a 75% comp rate for 2nd grade and dropped to a 25% comp rate
for his current grade level, 3rd. His rate is slightly below where it needs to be. He scored between 63 and 65.

Student 2 - H,I,J books

In word recognition in isolation, the student performed well in the Pre-Primer 2, Primer, and 1st grade level. The student dropped down to
50% at the 2nd grade level.
In word recognition in context the student received a 96% at the 2nd grade level, one grade level below her current third grade. For
comprehension the student performed at 19%, reading at a rate of 81 words per minute. For the second grade level, the student
demonstrated a frustration level, only implicitly answering one comprehension question correctly. I think moved down a grade level to test the
student. At the first grade level, the student demonstrated a 97% of word recognition in context. She received a 16% for comprehension
while reading 108 words per minute.

These lessons are based on Balanced Literacy Instruction and the Guided Reading Group Plan is based on the child in the write up in
the box below and planned for a small group of similar readers.

Julianna Klioze
Madison Schrantz

Whole Group (approximately 20-30 minutes daily)

Objectives
Students will make a variety of connections with the text, such as:
-connections between their own personal experiences and what is happening in the text
-connections between the text they are reading and other texts they have read, such as identifying a similar
plot or character
-connections between what they already know about the topic and what they find in the reading that is new
to them.
Students will use prior and background knowledge as context for new learning by:
-recognizing similarities between their own personal experiences and the text
-recognizing similarities between the text they are reading and other texts they have read
-recognizing similarities between what they already know about the topic and what they find in the reading
that is new to them.
Standards of Learning
3. 5 The student will read and demonstrate comprehension of fictional text and poetry.
B) Make connections between previous experiences and reading selections.
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
B) Use prior and background knowledge as context for new learning.

Julianna Klioze
Madison Schrantz

Monday
Introduce the strategy of
Schema.
Teacher will bring in a
typewriter without telling
the students what it is.
Each table will have a
chance to examine the
typewriter and discuss

about the object with

tablemates.

After tables have 5

minutes of discussion,
teacher will open up a

whole class discussion

where students will share
what they talked about in
their groups. Teacher will
put questions up on
projector. After questions
are answered, teacher
will prompt students to
connect the typewriter to
objects students see in
their everyday lives.

Tuesday

Wednesday

Text-to-self

Text-to-world

Teacher will read The

Sick Day by Patricia
MacLachlan. Teacher will
ask discussion questions:
Have you ever been sick
before?
Who takes care of you
when you are sick?
What is being sick like?
What do you do when
youre sick?
What do you eat when
youre sick?
Students will be given
doctor kit coloring
sheet. Students will write
their own personal
feelings, experiences,
reflections, relating to
being sick and The Sick
Day. After students
complete writing their
connections, they will cut
and color the doctor kit
and we will display them

Teacher will read

Encounter. Students will
relate Encounter to the
content they have
learned in social studies
about explorers and the
Native Americans. As a
whole class we will
create a T-chart of fact
and fiction; relating the
facts they learned from
social studies and the
story.

Thursday
Text-to-text

Friday

Have the whole class

read a poem
Get with partner and
independently, followed
make a Venn diagram
by the teacher re-reading
comparing and
the poem aloud to the
contrasting the text
class. Students will work
Encounter, read on
in groups of 3 or 4 to
Wednesday and
make as many
BLANK that was read
connections as they can
last week. Students will (text-to-self, text-to-world,
work together to create text-to-text). Students can
a Venn diagram.
use sticky notes to write
Second half of whole
their connections, using
group time will be spent an assigned color for
making a Venn diagram each type of connection.
as a class, having each One student from each
set of partners
group will place their
contribute at least one
sticky notes on a bullseye
thing to the class Venn chart in the
diagram.
corresponding section.
After all groups have
gone, teacher will open
up a whole class
discussion to reflect on
their connections and
confirm that they placed
the connections in the

Julianna Klioze
Madison Schrantz

around the classroom.

corresponding section.
See If You Dont Like
Summer poem attached.

GROUP 1 - based on skill level from Student 1

Guided Reading (approximately 15-25 minutes daily for each group)

Objectives
Students will make predictions using previous knowledge and comprehension.
Students will work on comprehension skills.
Students will interpret and make inferences from the reading.
Students will be exposed and given experience to reading a mystery genre book. Students will be able to give
descriptions and/or characteristics of mystery.
Standards of Learning
3.1 The student will use effective communication skills in group activities.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
3.4

c) Apply meaning clues, language structure, and phonetic strategies.

3.5 The student will read and demonstrate comprehension of fictional text and poetry.
c) Make, confirm, or revise predictions.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.

Julianna Klioze
Madison Schrantz

Monday

Tuesday

Wednesday

Thursday

Friday

We will begin reading

Cam Jansen and the
Secret Service Mystery
by David A. Adler. The
teacher will introduce
the title and the author.
The students will make
any predictions they
have about the story by
just looking at the
cover. Before students
begin reading, teacher
will instruct students to
be aware of the main
characters introduced.
Students will then
begin reading Chapter
1 silently to
themselves. Once all
students finish reading,
the teacher will lead a
character analysis
discussion. Students
will identify the

Teacher will begin with

referring to the
predictions poster. The
teacher will read each
prediction the students
made on Monday about
what happened to
Governor Zellner.
Students will read pages
12-14. When students
finish reading, the teacher
will lead a discussion on
what really happened to
Governor Zellner. The
teacher will recognize any
correct predictions the
students made. The
teacher will write down on
the poster any questions
the students may still
have about the strange,
unexpected bang noise.
Students will finish
reading Ch. 2 (pages 15-

Students will look

through the pictures only
in Ch.3 to make
inferences about the
chapter before they
begin to read it. What
conclusions did they
draw from Ch. 2 that
may help explain the
pictures revealed in Ch.
3? Teacher will write the
students predictions
down on poster. Teacher
will ask the pondering
question: Why do you
think Governor Zellner
chose to give the school
a new library? The
teacher will hear ideas
from various students
and be able to track their
thinking and
understanding of the
story.

Teacher will begin by asking

the students to summarize
what they previously read
the day before (what
happened in Chapters 3 &
4?) Teacher will ask the
students to recognize the
main events that happened
and how they relate to the
mystery of the story.
Students will read Ch. 5.
Once all students finish
reading, have the students
brainstorm who they think
stole Mrs. Pearls pearls?
Have each student write
their prediction on a post it.
Each student will share
their prediction to the group.
Students will read Ch. 6.
After all students finish
reading, have the students
discuss if their predictions
of the thief were correct.

Teacher will quickly

explain that their problem
in the book is close to
being solved. We will be
able to put all of our clues
together and find out the
answer to the mystery!
Students will read
Chapters 7 & 8 silently to
themselves.
Once all students have
finished reading, teacher
will begin concluding
discussion. The teacher
will begin by having the
students give examples
and reasoning of how the
missing of the pearl
necklace was solved. The
teacher will refer back to
their predictions and
clue poster for students
to recognize their correct
and incorrect ideas,

Julianna Klioze
Madison Schrantz

characters introduced
and establish if they
are going to be
important or main
characters throughout
the story. The teacher
will close the
discussion with what
the students thought
about the ending of Ch.
1. Students will make
predictions of what
happened to Governor
Zellner? (Why did he
suddenly drop to the
floor?) Teacher will
write each student
prediction on a poster
to come back to the
next day.

19). Once all students

finish reading, the teacher
will ask the students if
any of their questions
have been answered. If
not, the unanswered
questions will be left on
the poster for the
following day or days
(maybe the questions will
be answered later in the
story).

Students will read Ch. 3.

After all students have
finished reading, discuss
with students if their
picture predictions were
correct. Teacher will
begin a Clues poster.
Students will give clues,
give reasoning of their
clues, and give the page
number of where they
found the clue.
Students will read Ch. 4.
After all students finish
reading, teacher will add
any more clues to the
Clue poster that the
students found from Ch.
4. The Clues poster will
be referred to and left
hanging up for the
remaining of the book.

The teacher will ask the

students further questions
such as: Were they
surprised by what really
happened to the pearls and
who was involved? What
does the image on page 44
infer? What questions or
predictions do the students
have from this image that
could be answered in the
next chapter?

predictions, and thoughts.

The teacher will also
discuss with students the
genre of the book.
Teacher will ask:
How is this book different
from some of the other
books you have read?
Teacher will state that this
book is considered a
mystery. Teacher will ask
the students if they know
what a mystery is or have
had any experience
reading one. The teacher
will give them a correct
description of mystery.
If there is enough time,
teacher will gather student
input and opinions from
the genre and book: Do
you like mystery books?
Would you read another
Cam Jansen book?

Julianna Klioze
Madison Schrantz

GROUP 2 - based on skill level from Student 2

Guided Reading (approximately 15-25 minutes daily for each group)
Objectives
Students will expand their comprehension skills
Students will gain practice with interpreting readings
Students will predict and ask questions about readings

Standards of Learning
3.1 The student will use effective communication skills in group activities.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
3.4

c) Apply meaning clues, language structure, and phonetic strategies.

3.5 The student will read and demonstrate comprehension of fictional text and poetry.
c) Make, confirm, or revise predictions.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.

Julianna Klioze
Madison Schrantz

Monday

Tuesday

Wednesday

Thursday

Friday

We will begin reading

Poppleton Everyday by
Cynthia Rylant. The
teacher will introduce
the title and author and
briefly explain what the
book is about. We will
focus on the first two
chapters of the book for
today. The teacher will
read the first two pages
of the chapter to the
group, and then the
group will continue
reading silently. The
teacher will pause
students as they are
reading to have the
students analyze the
characters in the story.
After reading the first
two chapters, we will
stop reading for the day
and discuss the problem
and solutions that were
in the story.

We will finish reading

Poppleton Everyday by
Cynthia Rylant. The
teacher will ask the
students to recall what
they read yesterday. The
students will continue
reading the book silently.
In the middle of the
chapter, the teacher will
ask the students to use the
pictures to infer what will
happen next. After the
students finish reading the
book they will compare
and contrast the
characters in each chapter.

We will begin reading

Poppleton Has Fun by
Cynthia Rylant. Teacher will
introduce the title and author
and briefly explain what will
happen in the stories. The
students will read the first
chapter silently. While the
students are reading, the
teacher will ask the students
to perform a character
analysis, describing the
characters in the story. After
the students finish reading
the chapter students will do
a BME.

We will continue reading

Poppleton Has Fun with
the second chapter of
the story. While the
students are reading, the
teacher will pause them
and ask to use context
clues to predict what will
happen next. After the
students have finished
reading this chapter, the
teacher will have the
students identify a cause
and effect in the story.

The students will

finish reading
Poppleton Has Fun
with the last chapter.
Students will read
silently to themselves.
While students are
reading the teacher will
ask the students to
make connections to
known words. After the
students finish reading
the chapter, the
teacher will have them
retell the story.

Julianna Klioze
Madison Schrantz

Independent Reading
Objectives
Student will deepen their reading accuracy and fluency by reading books of choice.
Student will self-reflect on connections and experiences that can be related to reading of choice.
Student will be able to distinguish between fiction and nonfiction books.

Standards of Learning
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
b) Make connections between previous experiences and reading selections.
l) Differentiate between fiction and nonfiction.
m) Read with fluency and accuracy.

Monday

Tuesday

Wednesday

Thursday

Friday

Students are reading

self-chosen book of their
interest, teacher is
confirming.

Students are reading

self-chosen book of their
interest, teacher is
confirming

Students are reading

self-chosen book of their
interest, teacher is
confirming

Students are reading

self-chosen book of their
interest, teacher is
confirming

Students are reading

self-chosen book of their
interest, teacher is
confirming

Homework-- Read for 20

minutes

Homework-- Read for 20

minutes

Homework-- Read for 20

minutes

Homework-- Read for 20

minutes

Homework-- Read for 20

minutes

Julianna Klioze
Madison Schrantz

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately
30-40 minutes each day).
Objectives
Students will strengthen their pre-writing strategies and further their writing skills.
Students learn the components of an autobiography and are able to apply them, creating their own autobiography.
Standards of Learning
3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
e) Use strategies for organization of information and elaboration according to the type of writing.
3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Use complete sentences.
Monday

Tuesday

Wednesday

Read an autobiography,
Abraham Lincoln, by
Amy L. Cohn and Suzy
Schmidt, and do the hot
seat activity that we
have done before. A
student will be in the hot
seat acting as Abraham
Lincoln, and the rest of
the class will ask the
student questions.

Students will be given

a timeline worksheet
and they will write their
personal important life
events. Teacher will
model timeline list of
important life events.

Students will begin

writing process by
choosing their first life
event and writing a
descriptive paragraph
elaborating on the
event. If students finish
early they can begin
writing about the next
event.

Thursday
Students will continue
their writing process by
choosing another life
event from their timeline,
in chronological order to
write a descriptive
paragraph. Students can
share with a partner or
table mates what they
have written so far.

Friday
Students will peer edit
with a partner using the
paragraphs that they
have written. Students
will think about ways to
transition the
paragraphs and make
their paragraphs into a
cohesive essay.

Julianna Klioze
Madison Schrantz

Julianna Klioze
Madison Schrantz

Julianna Klioze
Madison Schrantz