Lesson Plans

Name: Amanda Bilyeu

After completing the QRI assessment on a third grade student, Rozana, a great deal of information was collected to better understand her needs when it
comes to reading. Looking at her word recognition in isolation, she was able to recognize 95% at a first grade level, 90% at a second grade level, and 60%
at a third grade level. Analyzing this data, Rozanas instructional level falls at a second grade level. It can be noted that her frustration level is at a third
grade level. Accordingly, Rozana can be classified as a transitional reader.
Moving to Rozanas word recognition in context, her independent level falls at a first grade level. At a first grade level, she is able to recognize 98% of the
words in context. Her comprehension at this level is 83% and her reading rate is 98 words per minute (WPM). Rozanas instructional level falls at a
second grade level, as she was able to recognize 96% of the words in context. Her comprehension at a second grade level is 66% and her reading rate is 78
WPM. Her frustration level is at a third grade level. Although Rozana is still able to recognize 95% of the words in context, her comprehension falls to
50%. Her reading rate is 70 WPM. Despite Rozana being able to recognize 95% of the words in context at a third grade level, her comprehension level at a
second grade level seems to be a trouble area that needs more instructional assistance, making her instructional level fall at a second grade level overall.

Whole Group: (Approximately 20-30 minutes daily)

Objectives
As they are reading, they will be prompted to ask questions
The questions will be sorted into appropriate categories including: red, yellow, and green questions
Standards of Learning
3.5: The student will read and demonstrate comprehension of fictional text and poetry
f) Ask and answer questions about what is read
k) Use reading strategies to monitor comprehension throughout the reading process
Monday
Tuesday
Wednesday
Thursday
Book: Flat Stanley
Book: The Three Pigs
Book: The Misadventures of
Book: The Misadventures of
By: Jeff Brown
By: David Wiesner
Sweetie Pie
Sweetie Pie
By: Chris Van Allsburg
By: Chris Van Allsburg
Teach/Model
Teach/Model
(First Half)
(Second Half)
As a read aloud, the teacher
The teacher will review the
will explain that as the class idea of thinking of questions Teach/Model
Teach/Model
is reading the book, the
while reading a book. The
The teacher will introduce
The teacher will review the
students should be thinking book will be introduced to
the book and note that the
idea that there are different
of questions that come to
the class. The students will
book will be read on two
levels of questions. As a
mind. At different points
then be asked to think about different days. It will be
class, the students will look
through the book, the
different questions as the
discussed how there are
at the questions that were
teacher will stop and ask the book is being read.
different levels of questions, thought of the day before
students to think about any
consisting of green, yellow,
and see if the questions are

Friday
Poem: Want to Feed a
Dragon By: Kimber
Krochmal
Teach/Model
During this time, it will be
noted how the class has read
fictional texts over the week
and asked questions along
the way. The students will
then be informed that today
they will be looking at a
poem, which is different

questions they may be

wondering. At this time, the
students will discuss the
questions as a whole group
and the questions will be
written on the board to be
used once the read aloud is
complete.
Practice
The kids will turn to their
elbow partner and see if
they can answer any other
questions that were written
on the board. The teacher
will go around to the
different partners and listen
in on the students thoughts.
Share
At this time, the students
will be able to share their
findings with the class. To
wrap the lesson up, the
teacher will go over how
thinking of questions and
answering them while
reading is a good strategy to
ensure that you understand
the text.

Practice
The kids will turn to their
elbow partner and write
down any questions that
they had while the book was
being read. As the pairs are
writing down the questions,
the teacher will come
around and talk with
different students about the
questions.
Share
Once the students have
written their questions, they
will share them with the
class. As a class, the
students will try to see if any
of the questions can be
answered using the text to
support. To wrap up, the
teacher will introduce the
idea that some questions
can be answered directly
from the text and other
questions cannot be found
within the text. The
students will be told that
they will be learning more
about this tomorrow.

and red.
Red- I wonder why, why
would, how could, why do
you think, etc.
Yellow- What were the
effects, what were some,
what was similar about,
what factors caused, etc.
Green- Who, what when,
how, where, etc.
From this, the children will
be asked to think of
questions as the book is
read to the class.

on the accurate color on the

chart. After doing so, the
rest of the book will be read.

than the stories previously

read. The poem will be read
as a class to begin.

Practice
The students will write any
additional questions that
they had within the same
group as yesterday. These
questions will be put up on
the chart with the others.
(This time will be shorter
today to provide a longer
time to share)

Practice
The students will come
together in groups of three
and think of any questions
that they had while reading.
The teacher will confer with
the groups at this time.

Share
This time will be longer on
this day, as the students will
go back and review the
questions from both days.
As a class, the teacher will
pull a few examples from
each color for the students
to go back and try to find the
answers. During this time, it
will become clearer how
questions on the red level
cannot be found directly in
the text whereas questions
on the green and yellow
levels can be found within
the text.

Practice
Turning to their elbow
partner, the pair will each
receive a copy of the poem.
Together they will reread
the poem and write down
any questions that come to
mind. They will also write
which level the question
falls under, red, yellow, or
green. Then, the pair of
students will join another
pair and see if the group can
answer each others
questions using the text.
At this time, the teacher will
come around and observe
the students and help if
needed.

Share
The students will have a
chance to put their
questions on the according
color (red, yellow, or green).
It will be noted that they will
be going over these
questions tomorrow when
the book is finished.

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

Objectives
They will ask questions while reading and try to answer them when the reading is completed
The students will sort questions into red, yellow, and green questions

Share
Students will be able to
share their findings with the
class at this time. The
teacher will also summarize
how thinking of questions
and finding the answers
using the text is a good
technique for good readers.

Standards of Learning
3.5: The student will read and demonstrate comprehension of fictional text and poetry
f) Ask and answer questions about what is read
k) Use reading strategies to monitor comprehension throughout the reading process
Monday
Tuesday
Wednesday
Book: Marty Frye, Private
Book: Marty Frye, Private
Book: Marty Frye, Private
Eye (By: Janet Tashjian)
Eye (By: Janet Tashjian)
Eye (By: Janet Tashjian)
Chapter One, until page
Finish Chapter One
Chapter Two (as much as
sixteen
they can in allotted time)
Before
Before
Similarly to Tuesday, the
Before
The book will be introduced children will be refreshed
The children will each share
to the small group and a
about the book and the idea another question that they
purpose will be set for
of asking questions using
asked from a post-it note.
reading this specific text.
thinking stems. The
The children will be
The teacher will also make
students will quickly talk
prompted at this time to
the connection to the whole about what has happened so really try and think about
group activity done earlier
far in the book and each
asking questions that start
when it comes to asking
share one question they had with the following thinking
questions as the children are about the book thus far. The stems: I wonder why, what
reading. Providing thinking students will individually
do you think, how do you
stems (I wonder, what if,
finish reading chapter one.
think, what would have
why, I dont understand, it
happened if, why do you
confused me, how could) for During
think.
the children to think about
The teacher will continue to
while reading, will help get
help the individuals who
During
them ready for reading.
need it by using prompting.
The teacher will help any
Observations on accuracy
student who may be having
During
and comprehension will also trouble with certain
The children will
be taken at this time.
vocabulary words, etc.
individually read up until
Though the wording of this
page sixteen. During this
After
book is slightly below level,
time, the teacher will help
The children will write any
there are some sentence
provide scaffolds to students additional questions they
structures that may prove to
through prompts when
have about chapter one on
be difficult.
needed. Observations on
the post-it notes.
accuracy while students are
After
reading are also taken.
The children will write
down questions that came to

Thursday
Book: Marty Frye, Private
Eye (By: Janet Tashjian)
Chapter Three (as much as
they can in allotted time)
Before
The same structure will be
followed from Wednesdays
lesson. The teacher will
touch again on the more
advanced thinking stems
that the children should be
thinking of while reading.
During
The teacher will continue to
help students with tricky
sentence structures and any
possible vocabulary.
Observations on fluency and
accuracy will be taken at
this time as well.
After
The children will write
down any final questions
they thought of while
reading the final chapter.
Each question will be
written on a post-it note and
saved for Fridays lesson.

Friday
Book: Marty Frye, Private
Eye (By: Janet Tashjian)
The children are not
necessarily going to read the
text today, but they are
going to read over the
questions that they wrote
down throughout the week.
Before
The children will be told
that they are going to reread
their questions that they
wrote down throughout the
week. While they are doing
this, they are going to be
thinking about which
category each question falls
under.
Red- I wonder why, what do
you think, how do you think,
what would have happened
if, etc.
Yellow- What were the
effects, what factors caused,
what changes, what were
the differences, etc.
Green- Who, what, where,
when, how, etc.
During
The teacher will assess
through observation the

After
When the children are done
reading, they will
individually write their
questions on post-it notes
and stick them in their book.
These questions will be
addressed later on in the
week.

HomeworkThe students will reread the

first sixteen pages and
reread their questions on
post-it notes.

mind while reading, while

trying to keep in mind the
suggested thinking stems.

HomeworkThe students will reread the

rest of chapter one and
reread their questions.

HomeworkDue to time, the students

will have to finish reading
chapter two and write down
any additional questions
that they thought of.

childrens understanding of
the different types of
questions that can be asked.
Any assistance will be
provided if necessary.

HomeworkThe students will finish

reading chapter three and
write down any additional
questions that they thought
of.

After
The children will put the
post-it notes up on a
stoplight (poster) according
to which color question it is.
As a small group, the
students will assess each
question and determine if
the questions are in the
correct color.
HomeworkNo homework!

Independent Reading:
Objectives
The students will select an appropriate book and work on reading it throughout the week
While reading, the students will use the context of the book to clarify any unfamiliar words
Standards of Learning
3.4: The student will expand vocabulary when reading
c) Apply meaning clues, language structure, and phonetic strategies
d) Use context to clarify meaning of unfamiliar words
Monday - Friday
The students will be able to select any book that they want from the class library to read during independent reading. During this time, the students will
be given the chance to read texts that are at their independent instructional level. By doing so, they will be able to read independently but are still able to
practice key skills that are needed to read books on a higher instructional level. While the children are reading, the teacher will conference with
individual children to determine if they are using context clues to determine any words that are unknown. This is also a time when children can
demonstrate their fluency and accuracy when reading to the teacher.

Writing: (Approximately 30-40 minutes daily)

Objectives
The students will write persuasive pieces in hopes of convincing the class of something
The students will write, edit, and share their pieces of persuasive writings
Standards of Learning
3.9: The student will write for a variety of purposes
c) Write a clear topic sentence focusing on the main idea
d) Write a paragraph on the same topic
g) Revise writing for clarity of content using specific vocabulary
Monday
Tuesday
Wednesday
Thursday
Mini Lesson
Mini Lesson
Mini Lesson
Mini Lesson
The teacher will write on the Together as a class, the
Now that everyone has a
The students will be
board, Winter is the best
students will brainstorm
topic, the class will discuss
learning about editing their
season. After reading the
different ideas that they
the logistics of writing a
persuasive ideas in whole
sentence to the class, the
want to write about.
persuasive paper. The idea
group. Looking back on the
students will be asked to go Specifically thinking about
of brainstorming reasons
example used yesterday, the
to one side of the room if
favorites the students have,
why their topic holds true
reasons for why winter is
they agree and the other
some examples include:
will be demonstrated. Using the best season will be
side of the room if they
- Pittsburgh Steelers are the the initial idea that winter is reread. The three
disagree with the statement. best NFL team
the best season, the class
supporting sentences will
It will then be explained that - Summer is the best season will brainstorm ideas as to
also be reread. The teacher
the class is going to play a
- Green beans are the worst
why this may be true. Once
will explain how you need to
game. Each team needs to
vegetable
the class has thought of
reread your work for any
come up with reasons why
- Soccer is the hardest sport reasons, they will pick two
spelling or grammar
they either agree or
- Pizza is the best food
to expand upon. Together,
mistakes. While you are
disagree. One student will
The class will brainstorm
the students will think of
rereading your work, it is
write these ideas down on a different topics that they can three sentences to support
also important to make sure
piece of poster paper.
write about on the board.
one of the reasons.
that each sentence makes
sense and is getting the
Time for Writing
Time for Writing
Time for Writing
correct point across.
During this time, the teacher The children will then have
The students will then have
should not interfere much
time to pick two possible
the chance to brainstorm
Sharing
with the thought processes
topics that they could write
reasons for why their topic
The students will pair up
of the students. The
about. They will write these is true. Once this is done,
with a partner and read
students should be working ideas in their notebooks to
they will pick the two
their topic, two reasons, and
together to think of
be used in tomorrows
reasons they want to write
six supporting sentences to

Friday
Share
Today, the general format
for writing will be different
as the students will be able
to share their writing with
the class. Each student will
have the opportunity to read
his/her persuasive piece of
writing to the class. To
make this more interesting
to the class, at the end of
each piece of writing the
class will get to vote on
whether they were
convinced if the statement
was true or not. For
example, if the student
wrote that science is the
best subject, how many
students would agree with
him at the end of his
writing? The students will
then get to see how effective
their piece of writing was
when it came to convincing
someone of something.

convincing arguments why

their side of the statement is
the correct side. This first
day allows the teacher to see
how much prior knowledge
the students have on
persuasive writing.
Sharing
The students will share their
arguments to the class. It
will then be discussed how
sometimes you want others
to believe in something that
you believe in. Sometimes,
you have to convince that
person to change his/her
mind through the use of an
argument or persuasion,
such as the students did
today. It will then be
discussed that the students
will be writing persuasive
papers throughout the rest
of the week.

lesson. The teacher will

come around at this time
and confer with students
about their possible ideas.
Sharing
The students will then get
together in groups of three
or four and share what their
two ideas are. Using their
peers inputs, each student
will select one of these ideas
as his/her topic. Each
student will confirm his/her
topic with the teacher at this
time.

about. Before writing three

sentences about each, each
student will quickly
conference with the teacher
to verify he/she is on the
right track. The students
will then have time to write
three supporting sentences
about each reason.
Sharing
The students will not have a
sharing time today, as they
will be writing for the
majority of the time allotted
for writing. They will share
tomorrow for longer than
normal to make up for the
loss today.

each other. During this time,

the student who is listening
can make sure that each
sentence makes sense.
Time for Writing
Once both students have
reread their writing, they
can fix any mistakes that
they found. During this
time, the teacher will
conference with individual
students to ensure that each
student is understanding the
ideas behind a persuasive
piece of writing.

The students will be told

that they will be getting
more chances to write
persuasive pieces of
literature throughout the
rest of the year.
To wrap up, the class will
brainstorm different
situations when persuasive
writing would come in
handy. Some examples
would include:
- When you want to get your
allowance raised
- When you want to get a
new pet
- When you want to have no
homework
By brainstorming, the
students will realize how
often they can use
persuasive writing.