Practicum Factor 5

June 22nd-24th
Monday
Tuesday
Wednesday
Fluency
Fluency
Fluency
X Self-selected reading from baskets

X Complete reading log
___Take home books
___Return books

X Take home books
___Return books

X Take home books
X Return books
5 Finger Rule
Choose the Right book
5 Finger Rule
Choose the Right book
Erin
Guided Reading
Guided Reading
Group 1 Level K
Book: Frogs
Group 1 Level K
Book: Frogs
Group 2 Level N
Bugs on the Menu
Group 2 Level N
Bugs on the Menu
Group 3 Level O
Whales
Group 3 Level O
Whales
Group 4 Level P
Rainforest
Group 4 Level P
Rainforest
Word work sight words:

Fry List words

Fry List words
Introduction:
Picture walking through the
text.
Activating prior knowledge
Introduction:
Review what was learned and
discussed on Tuesday
Strategy Focus: Retelling

Read through story, stopping to
discuss and ask questions
Strategy Focus: Retelling

Read through story, stopping
to discuss and ask questions
After Reading
Revisit the text
Question and Answer
After Reading
Revisit the text
Question and Answer
Get to Know the Students Day

Whole Group Instruction and activities
Name Tags
Find Someone Game
Create an All About Me Poster
Introduce and discuss reading logs and
classroom rules and procedures.
Snack Time
Free Reading Time with Group and
create group name
Homework:
Student/Parent Questionnaire
Rebecca
Assessments and Outcomes

Did they correctly use the 5 Finger
Rule to find a just right book.
Students properly retell story and

answer questions correctly.
Word Study
Word Study
Sight Word Assessment

Boggle Game
Sight Word Game

Introduce students to Fry List
words
Kelly
Writing
Sight Word Assessment using

Boggle game
Writing
Topic: Autobiography
Fill out graphic organizer about
themselves
Topic: Autobiography
Writing and revising
Homework:
Take home self-selected book
Homework:
Take home sight word ring and selfselected book
Students were able to edit and

revise with guidance from teacher.
Elliot
June 29th-July 1st
Monday
Fluency
Fluency
Fluency

X Take home books
X Return books

X Take home books
X Return books

X Take home books
X Return books
Introduce students to different types

of poetry.
As a group read aloud poetry to one

another.
Continue independently reading

different types of poetry.
Kelly
Guided Reading
Guided Reading
Guided Reading
Group 1 Level J
Book:
(Jaclyn, Jolie, and Mitchal)
Group 1 Level J
Book: Big Cats
Group 1 Level J
Book: Big Cats
Group 2 Level K
Book
(Mason Tommy, and Isabel)
Group 2 Level K
Books: Frogs
Group 2 Level K
Books: Frogs
Group 3 Level P
Book
Group 3 Level P
Mountain Gorillas
Group 3 Level P
Mountain Gorillas
Tuesday
Wednesday

Students will be able to identify
different types of poetry and read
poetry.
Students will be able to correctly

identify and pronounce previously
difficult words. Students will be
able to correctly summarize
weekly-guided reading book.
Students will be able to find facts
and details throughout text.
(Allie, Lindsay, and Toryn)
Group 4 Level P
Book
(Ethan, Kelton, and Kendall)
Group 4 Level P
Rainforest
Group 4 Level P
Rainforest
Word work sight words

Fry List words

Fry List words

Fry List words
Introduction:
Picture walk through the text
Activate prior knowledge
Discuss how to ask questions
while reading
Introduction:
discussed on Monday
Discuss using visualization
when reading
Introduction:
Discuss how to find facts and
details in the text
Strategy Focus: Fluency and

Comprehension
using visualization, finding
facts and details, and asking
questions.

Comprehension
discuss and ask questions using
visualization, finding facts and
details, and asking questions.

Comprehension
questions.
After Reading
Revisit the text
Question and Answer
After Reading
Revisit the text
Question and Answer
Fill in graphic organizer
After Reading
Revisit the text
Question and Answer
Word Study
Word Study
Practice Sight words

White board activity
Focus on silent letter spelling.
Suffixes
Test sight words

Word Game
Up Words
Elliot
Word Study
Sight word flash cards
Each student gets 10 words to
review and study.
Erin
Students will be able to correct

identify sight words.
Writing
Writing
Writing
Topic: Poetry
Introduce topic sentences and
closing sentences.
Introduce main idea detail
sentences
Topic: Poetry
Editing and Revising
Topic: Poetry
Final Draft
Homework:
Homework:
Homework:
Students will be able to create a

topic sentence and have supporting
details following up with a
conclusion sentence.
Rebecca
July 6th-8th
Monday
Tuesday
Wednesday
Fluency
Fluency
Fluency

X Take home books
X Return books

X Take home books
X Return books

X Take home books
X Return books
Introduce students to different types

of poetry.
As a group read aloud poetry to one

another.
Continue independently reading

different types of poetry.
Kelly
Guided Reading
Guided Reading
Guided Reading
Group 1 Level J
Book: Poppleton Has Fun
Group 1 Level J
Group 1 Level J
Group 2 Level J
Group 2 Level J
Group 2 Level J
Group 3 Level P
Book: The Real McCoy
Group 3 Level P
Group 3 Level P
Group 4 Level P
Group 4 Level P
Group 4 Level P

Fry List words

Fry List words

Fry List words

Students will be able to identify
different types of poetry and read
poetry.
Students will be able to complete a

question and answer graphic
organizer that pertains to their
guided reading book. Students will
be able to identify homophones.
Introduction:
Picture walk through the text
Discuss how to ask questions
while reading
Introduction:
discussed on Monday
Discuss using visualization
when reading
Introduction:
Discuss how to find facts and
details in the text
Strategy Focus: Comprehension and

Homophones
questions.

Homophones
discuss and ask questions using
visualization, finding facts and
details, and asking questions.

Homophones
questions.
After Reading
Revisit the text
Question and Answer
After Reading
Revisit the text
Question and Answer
Word Study
Word Study
After Reading
Revisit the text
Graphic Organizers
Question and Answer
Reflection and discussion
Elliot
Word Study

review and study
Recite sight words in funny
voices
Erin
Writing
Topic: Poetry
Introduce poetry to students
Including Diamanta and haiku
poetry.
Look at parts of speech in
poems
Homework:
Take home sight word ring and self-
Review sight word flashcards

Magnetic poetry
Students will use magnetics to
create rhyming sentences and
poems
Test sight words

Homophone Memory Game
Students will create their own
homophones, excluding the
ones seen during the game
Writing
Writing
Topic: Poetry
Review parts of speech
Focus on Diamanta poems and
create one.
Topic: Poetry
Review syllables
Focus on Haiku poems and
create one.
Homework:
Homework:
Students will be able to correct

identify sight words and
homophones.
Students will be able to create a

diamanta poem, and a haiku poem.
selected book
Rebecca
July 13th-15th
Monday
Tuesday
Wednesday
Fluency
Fluency
Fluency

X Take home books
X Return books

X Take home books
X Return books

X Take home books
X Return books
Begin assessing students through

DRA 2.0 assessments. Students will
self-select books to read.
Begin assessing students through DRA

2.0 assessments. Students will selfselect books to read.
Begin assessing students through

DRA 2.0 assessments. Students will
self-select books to read.
Rebecca
Guided Reading
Guided Reading
Guided Reading
Group 1 Level J
Book: Kenny and the Little Kickers
Group 1 Level J
Group 1 Level J
Group 2 Level J
(Tommy and Isabel)
Group 2 Level J
(Tommy and Isabel)
Group 2 Level J
(Tommy and Isabel)
Group 3 Level N
Book: The Enormous Crocodile
Group 3 Level N
Group 3 Level N
Group 4 Level 0
Book: Rosa Parks Freedom Rider
Group 4 Level 0
Book: Rosa Parks Freedom Riders
Group 4 Level 0
Book: Rosa Parks Freedom Riders

Fry List words

Fry List words

Fry List words
Story Vocabulary
Group 1 and 2
toward, field, forth, left, kicked, longer
Group 3
luscious, brownest, foul, horrid, brute,
clever, sun, foil
Story Vocabulary
Group 1 and 2
Group 3
clever, sun, foil
Story Vocabulary
Group 1 and 2
Group 3
clever, sun, foil

Students will be assessed on their
DRA 2.0 reading levels.
Students will be able to sequence

the events of the story in the
correct order.
Group 4
cell, row, segregation, resolved, union,
boycott, protest, racist
Group 4
Group 4
Introduction:
Read title of book and then
show the cover
Make predictions
Picture walk
Discuss how stories have a
sequence (transitions words)
Introduction:
Review what was learned, read,
and discussed on Monday
Discuss sequencing and using
transition words
Introduction:
Review what was learned,
read, and discussed on
Tuesday
Discuss how to retell/sequence
a story

Sequencing
use the comprehension cube,
finding facts and details to
support their answers,
summarize, and look for
transition words.

Sequencing
to use the comprehension
cube, finding facts and details
to support their answers,
transition words.
After Reading
Revisit the text
Question and Answer
After Reading
Revisit the text
Have students retell the story
using transition words
Word Study
Word Study

Sequencing
to discuss and ask questions,
find details for support,
transition words.
After Reading
Revisit the text
Graphic Organizers
Question and Answer
Reflection and discussion
Kelly
Word Study

review and study
Recite sight words in funny
voices
Review sight word flashcards

Practice sight words using
banana grams game
Test sight words

Practice and review
homophones using matching
game
Elliot
Writing
Writing
Writing
Topic: Poetry
Continue working on haiku,
diamanta, and cinquain poems
Topic: Poetry
Continue working on poems at
students individual pace using
Topic: Poetry
Have students create a writing
sample using the prompt
Students will be able to correctly

say and identify sight words. They
will continue to identify
homophones.
Students will be able to create

different types of poems, including
haiku, diamanta, cinquain, cuplets,
and color poems. Students will be
using the 5 step writing

process.
Introduce color poems and
cuplets to students
Homework:
the 5 step writing process.
What was your favorite type

of poetry and why using a
five sentence paragraph
Homework:
Homework:
Monday
Fluency /Guided Reading
Tuesday
Fluency/Guided Reading
Wednesday
Fluency/ Guided Reading

X Take home books
X Return books

X Take home books
X Return books

X Take home books
X Return books
able to tell what their favorite

poetry is and why.
Erin
July 20th-22nd
Students will complete DRA 2.0

assessments and practice reading
Giraffes Cant Dance.

Students will be assessed on their
DRA 2.0 reading levels.
Family Day!
Giraffes Cant Dance Presentations
Rebecca
Word Study
Word Study
Practice sight words using Banana

Grams game.
See Monday
Elliot
Writing
Students will finish final writing
prompts. Students will also finish poem
booklets.
Writing
See Monday
Word Study
Students will be able correctly
identify sight words.
Writing
Students will be able to create
different types of poems, including
haiku, diamanta, cinquain, cuplets,
and color poems. Students will be
able to tell what their favorite
poetry is and why.
From our pre-assessment data we have been able to pinpoint each students level and areas of weakness. After DRA testing (and some
students moving around) we were able to create 4 guided reading groups. All of these students are behind where they should be at their age so we
knew that we needed to focus on some basic skills and really mastering them. Our pre-assessments told us that many students needed to learn
strategies to help them with comprehension and fluency. These deficiencies guided our first few goals in guided reading: comprehension, accuracy,
and vocabulary- these will be touched on each day. Each week (Monday-Wednesday) students participated in 4 blocks daily including guided
reading, word work, writing, and self-selected reading. Throughout the practicum students were encouraged to use the five-finger rule, text features
and multiple strategies to practice reading. The students in the group worked well together and really collaborated to help each other learn. It was
important to form our tutoring sessions to meet both the students needs and interests.
In guided reading we used reading books from the Bloomsburg University book room and taught comprehension skills and new vocabulary
before, during, and after reading. It was great having groups of 2 to 3 students; this made it easy to track progress using running records and
observations. As a whole, students improved in their reading comprehension and fluency. Each book was used for three days and comprehension
strategies and think alouds were modeled throughout. Students practiced activating their prior knowledge, reviewing vocabulary words before
reading, picture walking through the text, making predictions, sequencing events, and correctly filling in graphic organizers.
During word work, each group used their leveled books to focus on a specific vocabulary words. This was a time where students could
manipulate letters and build words. The same vocabulary words and sight words that were used in guided reading were used in word work each day.
This allowed the students to make a connection and practice skills. During this center we used a lot of fun activities like: playing bananagrams, using
magnets to create sentences and words, and playing a homophone memory game. Some students struggled more with these word work skills then
otherssome days we taught word work as a whole group lessons so that students who needed could receive one on one instruction. Some useful
materials used in word work include: dry erase boards and markers, a sight word ring with cards on it for students to take home and practice.
During the writing center students participated in two writing experiences, which included: autobiographies and poetry. We used the five step
writing process with our students when working on our writing projects. We began with brainstorming ideas and using graphic organizers to write our
thoughts down. From there we started pre-writing and peer editing. When students began their final drafts we had them using their best handwriting
and word spacing. During our poetry unit the students learned and created five different poems. Those were haikus, cuplets, diamantes, color poems,
and cinquains. We began the poetry with reading examples of each type of poem. From there the students used poetry graphic organizers to begin
brainstorming and creating their own poetry.
Last, self-selected reading was a time where students were given books to choose from and expected to independently read. The students were
taught how to choose a just right book for them, how to use text features to guide their reading and practicing their fluency with rereading poetry.
Each of our groups was given bins of books and specific tasks to complete. We found that our students needed a lot of prompting to actually read the
stories, instead of flipping through the books just looking at the pictures. Students improved on comprehension and decoding strategies during this
time. Students also enjoyed our beach theme reading nook during self selected reading time.

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June 22nd-24th

X Self-selected reading from baskets

X Self-selected reading from baskets

X Self-selected reading from baskets

Word work sight words:

Word work sight words:

Strategy Focus: Retelling

Strategy Focus: Retelling

Get to Know the Students Day

Assessments and Outcomes

Students properly retell story and

Sight Word Assessment

Sight Word Game

Sight Word Assessment using

Students were able to edit and

X Self-selected reading from baskets

X Self-selected reading from baskets

X Self-selected reading from baskets

Introduce students to different types

As a group read aloud poetry to one

Continue independently reading

Assessments and Outcomes

Students will be able to correctly

(Allie, Lindsay, and Toryn)

(Allie, Lindsay, and Toryn)

(Allie, Lindsay, and Toryn)

Word work sight words

Word work sight words:

Word work sight words:

Strategy Focus: Fluency and

Strategy Focus: Fluency and

Strategy Focus: Fluency and

Practice Sight words

Test sight words

Students will be able to correct

Students will be able to create a

X Self-selected reading from baskets

X Self-selected reading from baskets

X Self-selected reading from baskets

Introduce students to different types

As a group read aloud poetry to one

Continue independently reading

Word work sight words

Word work sight words:

Word work sight words:

Assessments and Outcomes

Students will be able to complete a

Strategy Focus: Comprehension and

Strategy Focus: Comprehension and

Strategy Focus: Comprehension and

Sight word flash cards

Review sight word flashcards

Test sight words

Students will be able to correct

Students will be able to create a

Take home self-selected book

Take home sight word ring and selfselected book

X Self-selected reading from baskets

X Self-selected reading from baskets

X Self-selected reading from baskets

Begin assessing students through

Begin assessing students through DRA

Begin assessing students through