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?
Synthesizing
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
Definitions
Use
of
Vocabulary
Journal
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
Activity:
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
Skill
focus:Synthesizing
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:
Synthesizing
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
790L
Content
focus:
Gender
stereotypes
in
schools
Skill
focus:
Synthesizing
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:
Synthesizing
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:
Synthesizing
7
Post
assessment
Post
assessment
Post
assessment
Post
assessment
(wrap-up)
Finish
up
progress
monitoring
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
information;
e)
review
information
for
accuracy,
separating
fact
from
opinion