Literacy Block-Real Deal

Literacy Block 1: Sequencing
Independent Reading Whole class focus: Reading Reading Groups Writing

(15 minutes) strategy (30 minutes) (35 minutes)
(15 minutes) 3 groups: On, below, and
above grade level
ELA 4.FL.PWR.3 Know and apply 4.FL.F.5 Read with sufficient 4.FL.F.5 Read with sufficient 4.FL.WC.4 Know and apply
Standards grade-level phonics and word accuracy and fluency to support accuracy and fluency to grade-level phonics and word
analysis skills when decoding comprehension. support comprehension. analysis skills when encoding
isolated words and in connected a. Read grade-level text with a. Read grade-level text with words; write legibly.
text. purpose and understanding. purpose and understanding.
b. Write legibly in manuscript
4.FL.F.5 Read with sufficient and cursive.
accuracy and fluency to support
comprehension. 4.FL.SC.6 Demonstrate
a. Read grade-level text with command of the conventions of
purpose and understanding. standard English grammar and
usage when speaking and
4.FL.VA.7a Determine or conventions of standard English
clarify the meaning of unknown grammar and usage, including
and multiple-meaning words and capitalization and punctuation,
phrases based on grade 4 reading when writing.
and content, choosing flexibly
from a range of strategies. i. Write several cohesive
paragraphs on a topic.
iii. Consult reference materials,
both print and digital, to find the
pronunciation and determine or
clarify the precise meaning of
key words and phrases.
Learning Students will be able to fluently Students will be able to apply The students will be able to Students will be able to write
Objectives read and comprehend various sequencing to their academic determine the sequence of the the sequence of their Laura
texts by Laura Ingalls Wilder. reading. Laura Ingalls Wilder text that Ingalls Wilder text that they
they read in their reading read in their reading groups
group. today.
Students will begin the pre-

writing process for this week’s
writing assignment.
Students will be able to write

legibly in cursive and express
thoughts clearly.
Tasks Students will read a Laura The teacher will introduce the Group 1: Students will be Students will spend 10 minutes
Ingalls Wilder book of their author Laura Ingalls Wilder. She working with the text The writing out the sequence of the
choice that is on their reading will provide background Long Winter. The teacher will text that they read in their
level. They will read this text for information on Wilder through a introduce the text to the reading group. Students will do
10 minutes. The students’ goal in short PowerPoint Presentation. students. Since this is a chapter this activity on a worksheet that
reading is to find two new words The teacher will explain that our book, the students will focus will be turned in as a form of
that they do not know. During Anchor Text for the week is on chapters 7 and 10 this week assessment.
the remaining 5 minutes, the Pioneer Girl. This is a biography during our reading group.
students will look up the two on the life of Laura Ingalls Students are encouraged to Students will begin working on
words in the dictionary, and they Wilder. The teacher will do just a read the remaining chapters a paper that they will work on
will define them on an index simple picture walk through of during their independent throughout the rest of the unit.
card. This index card will be the book, but she will not read it reading time, but they are not This paper will be in correlation
turned in to the teacher. to the students yet. The teacher required to. The students will to the anchor text for the week
will explain that we will be read through chapter 7 during Pioneer Girl. It should be 5
reading many of her texts this time. The students will paragraphs long. The students
throughout the week both take turns reading aloud one will be given a rubric today that
independently and in our reading paragraph at a time. Once they goes over how many points the
groups. The teacher will discuss are finished, the teacher will paper will be worth. Today,
this for about 7 minutes. Next, the ask comprehension questions students will begin the pre-
teacher will introduce the topic of and go over the sequence of writing process for their paper
sequencing. This is the strategy events in the chapter that they by creating some form of a
the students will be working on just read. word map. They need to begin
specifically today. The teacher to put some of their ideas down
will do the following anchor chart Group 2: Students will be on paper. This will be done on
with the students. While creating working with the text County lined paper given to the
the anchor chart, the teacher will Fair. The teacher will students by the teacher. Their
be explaining the elements of introduce the text. Students topic for writing this week is,
sequencing and how that fits into will do a picture walk through “If you were Laura in this story,
reading. It should take about 8 of the text in order to get an how would you have liked
minutes to walk through this with idea of the text. The teacher moving around with your
the students. will read the text to the family in order for your dad to
students. Once they are work?” Students will spend 15
finished, the teacher will ask minutes doing this pre-writing
comprehension questions and activity.
go over the sequence of events
in the text that they just read. Students will spend the next 10
minutes journaling in response
Group 3: Students will be to what they learned today.
working with the text They will do this in cursive and
Summertime in the Big Woods. in their cursive journals. This
The teacher will read the text will help students to work on
to the students. After reading their cursive writing.
through the text, the teacher
will talk through the sequence
of the text. Once they are
finished, the teacher will ask
comprehension questions and
go over the sequence of events
in the text that they just read.
Assessment The teacher will constantly The teacher will informally assess Group 1: The teacher will The teacher will look over the
circulate the room and be the students as they create the informally assess the students students’ sequencing worksheet
available to answer any anchor chart. She will ask for as they read and walk through to determine if the students
questions or to assist students. thumbs up/down at various times the sequence of the text. have grasped the concept of
While she is walking around, she throughout the lesson to see if Students should be able to sequencing.
will be informally assessing the students seem to be determine the sequence
students as they read. The comprehending the material that without help from the teacher. The teacher will also look at the
teacher will use their index cards is being taught. The students should be able to students’ pre-writing activity to
that they turn in as an informal read the text fluently. how students are developing
assessment as well. their writing. This will be
included as a part of their grade
Group 2: The teacher will for the paper. As long as they
informally assess how the have some form of pre-writing,
students sequence the text. The they will receive credit.
students should be able to talk
through the sequence with a The teacher will look at the
little assistance from the students’ cursive journals to
teacher. track their progress with their
cursive writing. This will be
Group 3: The students should counted as a completion grade
be able to talk through the as long as the students have
sequence of the text with completed the task properly.
assistance from teacher. The
teacher will use this as a form
of informal assessment to see
if students are following along
with the concept of
sequencing.
Literacy Block 2: Setting

above grade level
Learning Students will be able to fluently The students will be able to make The students will be able to Students will be able to write
Objectives read and comprehend various predications regarding the text by define “setting.” The students out the setting of a story that
texts by Laura Ingalls Wilder. looking at the title page. will also be able to determine they have read.
the setting of the Laura Ingalls
Wilder book that they are Students will also be able to
reading. articulate their thoughts from
yesterday into a rough draft
paper.
thoughts clearly.
Tasks Students will read a Laura The teacher will now begin Group 1: Students will be Students will spend 10 minutes
Ingalls Wilder book of their working with the Pioneer Girl working with the text The writing about the setting of the
choice that is on their reading text. For three minutes, the Long Winter. They will read Laura Ingalls Wilder book that
level. They will read this text for teacher will ask guiding questions through chapter 7 once again. they read during their reading
10 minutes. The students’ goal in to prompt students to make When the students are finished group. They will simply tell
reading is to find two new words predictions about the text. She reading, they will discuss the what the setting is and how they
that they do not know. During will ask questions such as, “By setting of the text. The teacher know that from the text. This
the remaining 5 minutes, the reading the title, what can we will ask supporting questions will be done in their writing
students will look up the two assume about Laura Ingalls in order to see how they journal.
words in the dictionary, and they Wilder?” and, “By looking at the determined the setting. Once
will define them on an index cover of the book, where do we they are finished, the teacher For the next 15 minutes,
card. This index card will be think Wilder’s life took place?” will ask comprehension students will continue in the
turned in to the teacher. The teacher will read through the questions. writing process by working on
Pioneer Girl text in its entirety their paper. They will take their
for the first time today. This will Group 2: Students will be word map/idea sheet from
take 10 minutes. After reading the working with the text County yesterday’s writing portion, and
text, the teacher will allow two Fair. Today the students will they will begin to write a rough
minutes for questions regarding read through the text by taking draft of their paper.
the text. turns with each student reading
a page aloud at a time. When Students will spend the next 10
they are finished, the teacher minutes journaling in response
will ask the students what the to what they learned today.
setting of the text is. They will They will do this in cursive and
talk through how they in their writing journals. This
determined what the setting is. will help students to work on
Once they are finished, the their cursive writing.
teacher will ask
comprehension questions.
Group 3: Students will be

working with the text
Summertime in the Big Woods.
The teacher will read the text
in its entirety again. When the
teacher finishes reading, the
teacher will ask the students
what the setting of the story is.
The teacher will talk through
how to determine the setting
and support it from facts in the
text. Once they are finished,
the teacher will ask
Assessment The teacher will constantly The teacher will informally assess Group 1: The students should The teacher will look at
circulate the room and be the students as she asks questions be able to determine the students’ responses regarding
available to answer any before and after reading the text. setting without help from the the setting of the story. This
questions or to assist students. By doing this, she will be able to teacher. The students should will be used as an informal
While she is walking around, she determine who is following along be able to read the text assessment to see if students
will be informally assessing the and who may need some extra fluently. The teacher will use have comprehended the concept
students as they read. The help. this time as an informal of setting.
teacher will use their index cards assessment.
that they turn in as an informal The teacher will look at
assessment as well. Group 2: The students will be students’ rough drafts to see
able to determine the setting of how their papers are
the text with a little help from developing. This is a
the teacher. Students should be completion grade that will be
able to read through the text included in the final grade for
fluently. This will be an the paper.
informal assessment for the
teacher. The teacher will look at the
students’ cursive journals to
Group 3: The students will be track their progress with their
able to follow along as the cursive writing. This will be
teacher reads the text. The counted as a completion grade
students will be able to as long as the students have
determine the setting of the completed the task properly.
text with assistance from the
teacher. The teacher will use
this as a form of informal
assessment.
Literacy Block 3: Character Traits

above grade level
Learning Students will be able to fluently Students will be able to determine Students will be able to Students will be able to pick out
Objectives read and comprehend various the character traits of Laura determine various character character traits of the main
texts by Laura Ingalls Wilder. Ingalls Wilder. Students will also traits from reading the selected character that they read about in
be able to determine the text. their reading group.
difference between physical traits
and personality traits. Students will also be able to
edit their writing from the
previous day in order to
improve it.
thoughts clearly.
Tasks Students will read a Laura The teacher will begin this lesson Group 1: Students will be Students will complete a
Ingalls Wilder book of their by introducing the topic of working with the text The writing activity that will have
choice that is on their reading character traits. The teacher will Long Winter. Students will them describe the main
level. They will read this text for explain this by using the attached read chapter 10 today. As they character in the text that they
10 minutes. The students’ goal in anchor chart. This will take about read through the text, the read in their reading group.
reading is to find two new words 5 minutes. The teacher will then teacher will discuss the various This will take 10 minutes to
that they do not know. During read through Pioneer Girl. This character traits they see in the complete.
the remaining 5 minutes, the will take about 10 minutes. Once, characters. Once they are
students will look up the two the teacher has finished reading finished, the teacher will ask
words in the dictionary, and they the text, the class will discuss the comprehension questions.
will define them on an index character traits that they saw in
card. This index card will be Wilder. Group 2: Students will be
turned in to the teacher. working with the text County
Fair. The students will read
through the text once again. As
they read, they will discuss the
different character traits that
they see in the characters.
Once they are finished, the
teacher will ask

working with the text The students will read over
Summertime in the Big Woods. their rough draft they wrote
The students will take turns yesterday and self-edit.
reading a page at a time. As Students will then re-write their
they read, the teacher will ask paper to correct any mistakes
the students to pick out and add/take away portions of
character traits of the their paper. This will take 15
characters. They will discuss minutes.
these in more detail when they
finish reading the text. Once Students will spend the next 10
they are finished, the teacher minutes journaling in response
will ask comprehension to what they learned today.
questions. They will do this in cursive and
in their writing journals. This
will help students to work on
their cursive writing.
Assessment The teacher will constantly The teacher will informally assess Group 1: The students should The students’ writing activity
circulate the room and be the students as they discuss the be able to pick out the on character traits will be used
available to answer any character traits of Wilder. The character traits without as an informal assessment to
questions or to assist students. teacher will make note of students assistance from the teacher. see if students are correctly
While she is walking around, she who are answering correctly and The students should be able to determining character traits.
will be informally assessing the incorrectly. read the text fluently. The
students as they read. The teacher will use this as a form The teacher will read through
teacher will use their index cards of informal assessment. the students’ second draft of
that they turn in as an informal their paper. This will be a
assessment as well. Group 2: The students will be completion grade that will be
able to determine character calculated into the final grade
traits as they read the text. for the paper.
They may need some help
from the teacher. Students The teacher will look at the
should be able to read through students’ cursive journals to
the text fluently. This will track their progress with their
serve as an informal cursive writing. This will be
assessment for the teacher. counted as a completion grade
as long as the students have
Group 3: The students should completed the task properly.
be able to determine the
character traits with help from
the teacher. The teacher will
use this an informal
assessment.
Literacy Block 4: Author’s Purpose

above grade level
Learning Students will be able to fluently Students will be able to determine Students will be able to talk Students will be able to express
Objectives read and comprehend various the author’s purpose in writing a through the author’s purpose through writing the authors
texts by Laura Ingalls Wilder. text. with the teacher. Students will purpose of a text.
be able to take facts from the
story and determine the Students will also be able to
author’s purpose. edit peers’ papers.
thoughts clearly.
Tasks Students will read a Laura The teacher will start the lesson Group 1: Students will be Students will complete the
Ingalls Wilder book of their by talking about author’s purpose. working with the text The attached worksheet that has the
choice that is on their reading The teacher will use the attached Long Winter. The students will students explain what the
level. They will read this text for anchor chart to explain the three read through chapter 10 once author’s purpose is based off of
10 minutes. The students’ goal in types of authors purpose: again. When they are done, the details from the text. This will
reading is to find two new words persuade, inform, and entertain teacher will ask the students take 10 minutes.
that they do not know. During (PIE). The teacher will explain what the author’s purpose is in
the remaining 5 minutes, the what each of these are as the class writing the text. The teacher
students will look up the two creates the anchor chart. This will will ask the students to support
words in the dictionary, and they take about 4 minutes. The teacher their reasoning with facts from
will define them on an index will read through Pioneer Girl the text. Once they are
card. This index card will be again, except a little faster this finished, the teacher will ask
turned in to the teacher. time since this is the students comprehension questions.
third time reading the text. This
will take about 7 minutes. Once Group 2: Students will be
the teacher is finished reading, the working with the text County
teacher will ask the students what Fair. The students will read
they think the author’s purpose the text to themselves with
was in writing Pioneer Girl. As a little assistance from the
class, they will discuss how we teacher. After reading the text,
can know the author’s purpose the teacher will ask the
was to inform readers. We can students to determine the
know this because the author is author’s purpose in writing the
giving us information and facts text. The teacher will ask them Today, students will peer edit
about a person. The teacher will to support their ideas with their papers. Each student
explain that this is called a facts from the text. They may should read 2 other students’
biography. This will take about need some help from the papers and edit them. Students
teacher. Once they are will fill out a peer reflection
finished, the teacher will ask form as they read students’
comprehension questions. papers. Each student will turn
in 2 of these forms. This will
take about 15 minutes.
four minutes. Group 3: Students will be
The students will take turns
reading through the text once
again. When they are done
reading, the teacher will ask
the students how they can
determine the author’s purpose
for writing the text. Once they
are finished, the teacher will
ask comprehension questions.
Students will spend the next 10

minutes journaling in response
to what they learned today.
They will do this in cursive and
in their writing journals. This
will help students to work on
their cursive writing.
Assessment The teacher will constantly The teacher will pay close Group 1: The students should The teacher will use the
circulate the room and be attention to how students respond be able to take facts from the author’s purpose worksheet as
available to answer any when they talk about the author’s text and determine the author’s an informal assessment to see if
questions or to assist students. purpose in writing Pioneer Girl. purpose without help from the students can take details from
While she is walking around, she The teacher will take note of teacher. The students should the text and determine the
will be informally assessing the whether students are be able to read the text author’s purpose.
students as they read. The comprehending the different fluently. This will be used as
teacher will use their index cards possibilities of author’s purpose. an informal assessment. The teacher will look over the
that they turn in as an informal peer editing sheets to see if
assessment as well. Group 2: The teacher will students edited well. This will
informally assess how students be included in their final grade
determine the author’s purpose for the paper.
in order to see if they are
correctly determining the The teacher will look at the
author’s purpose. They should students’ cursive journals to
be able to do this with a little track their progress with their
help from the teacher. Students cursive writing. This will be
should be able to read through counted as a completion grade
the text fluently. as long as the students have
completed the task properly.
Group 3: The students will be
able to determine the author’s
purpose with help from the
teacher. They should also be
able to read through the text
fluently. The teacher will use
this as an informal assessment.
Literacy Block 5: Summarizing

above grade level
Learning Students will be able to fluently Students will be able to Students will be able to pick Students will be able to write a
Objectives read and comprehend various summarize stories by using the out the elements of the text summary of the text they read
texts by Laura Ingalls Wilder. SWBST method. that are needed in order to in their reading groups.
form a summary. Students will
be able to use the SWBST Students will be able to write
method to do this. their final draft of their paper.

thoughts clearly.
Tasks Students will read a Laura The teacher will begin the lesson Group 1: Students will be Students will spend 10 minutes
Ingalls Wilder book of their by talking about summarizing. working with the text The writing a summary about the
choice that is on their reading She will use the attached anchor Long Winter. The students will text they read in their reading
level. They will read this text for chart to explain the main review both chapter 7 and 10. group. They will need to follow
10 minutes. The students’ goal in components we need when we are They do not have to re-read the SWBST method as
reading is to find two new words summarizing a story. This will them. The students will talk discussed in class.
that they do not know. During take about 7 minutes. Since the through and summarize each
the remaining 5 minutes, the class has had the anchor text read of these chapters with the The students will spend 20
students will look up the two to them four times now, the teacher. minutes writing the final draft
words in the dictionary, and they teacher will use this anchor chart of their paper. This will be
will define them on an index to summarize the Pioneer Girl Group 2: Students will be turned in to the teacher as well
card. This index card will be book. This will take about 8 working with the text County as all of the pre-writing
turned in to the teacher. minutes. Fair. The group will read activities.
through the text for a final
time. When they are done, Students will spend the next 5
they will summarize the text minutes journaling in response
that they just read. The teacher to what they learned today.
will encourage them to use the They will do this in cursive and
SWBST method. Once they in their writing journals. This
are finished, the teacher will will help students to work on
ask comprehension questions. their cursive writing.

The students will read through
the text a final time. Once they
are done, the teacher will help
the students to summarize the
story by using the SWBST
method. Once they are
finished, the teacher will ask
Assessment The teacher will constantly The teacher will informally assess Group 1: The students should The teacher will read through
circulate the room and be how students summarize Pioneer be able to summarize the the students’ summaries. This
available to answer any Girl. By this, the teacher will be chapters with no help from the will be a form of informal
questions or to assist students. able to tell if the students have teacher. The teacher will use assessment for the teacher to
While she is walking around, she grasped the text we have been this as form of informal see how well the students can
will be informally assessing the studying all week. assessment. summarize a text.
students as they read. The
teacher will use their index cards Group 2: The students should The teacher will grade each
that they turn in as an informal be able to summarize the text student’s paper according to the
assessment as well. with a little assistance from the rubric. This will be a formal
teacher. Students should be assessment.
able to read through the text
fluently. This will be an The teacher will look at the
informal assessment for the students’ cursive journals to
teacher. track their progress with their
cursive writing. This will be
Group 3: The students should counted as a completion grade
be able to read the text as long as the students have
fluently. They will also be able completed the task properly.
to summarize the text with
assistance from the teacher.
The teacher will use this as an
informal assessment.
Text Set: Author Study on Laura Ingalls Wilder
Anchor Text: Pioneer Girl Lexile: 980

Group 1 (advanced): The Long Winter Lexile: 790
Group 2 (at): County Fair Lexile: 690
Group 3 (struggling readers): Summertime in the Woods Lexile: 590

Literacy Block-Real Deal

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Literacy Block-Real Deal

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Literacy Block 1: Sequencing

Independent Reading Whole class focus: Reading Reading Groups Writing

Students will begin the pre-

Students will be able to write

Literacy Block 2: Setting

Group 3: Students will be

Literacy Block 3: Character Traits

Group 3: Students will be

Literacy Block 4: Author’s Purpose

Students will spend the next 10

Literacy Block 5: Summarizing

Students will be able to write

Group 3: Students will be

Text Set: Author Study on Laura Ingalls Wilder

Anchor Text: Pioneer Girl Lexile: 980

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