Lesson Plans

Name:_Kristen Drake___

Tanner is a third grade student who was given the QRI assessment. He correctly identified 90%
of the flashed words in isolation, and 100% untimed on the second grade examiner word list. He
correctly identified 40% of the flashed words in isolation and 45% untimed on the third grade
examiner word list. This makes his independent reading level second grade and his frustration level
third grade. He didn't have an official instructional level. He scored 99% on the level two word
recognition in context assessment. He had 3 miscues, making his total accuracy 99%. His rate was
78.8. This makes second grade his independent level for words read in context, and his oral reading
rate at a third grade level. Tanner's comprehension for the level two assessment was 69% which puts
him below instructional level at the second grade level. I have been advised, that based on this data,
his instructional reading level is early second grade. Based on the results of Tanner's QRI, the next
steps for his instruction should include guided reading at an early second grade level and work on
comprehension strategies. For his next week of lessons, I have choosen to focus on the
comprehension strategy making connections during whole gorup literacy time. I will work
connections into the writing portion of literacy instruction by having Tanner write about personal
connections he makes to poems and short stories. During guided reading, I will assist Tanner in
developing the comprehension strategies of predicting, summarizing, and making connections with
early second grade level books.

Whole Group (approximately 20-30 minutes daily)

Objectives

The student will understand and communicate with peers the importance of making connections to past experience,
thoughts, feelings, other media, and the world around them in understanding concepts.
The student will deepen their comprehension of fictional text by making text-to-self, text-to-text and text-to-world
connections.
Standards of Learning

3.1 The student will use effective communication skills in group activities.
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
Monday

Tuesday

Wednesday

Thursday

Friday

Schema Roller

One Minute Schema

Determiner

Concentric Circles of
Connections

Connection Post-Its

Making Connections
Independently

(From Comprehension
Connections
byStephanie Harvey)
Before: Ask students
to turn to shoulder
buddy and talk about
what makes them
unique.
After some time for
discussion, So what
are you thinking, what
is it that makes you
you?
If they don't mention
thoughts and
experiences, Let's

(From Comprehension
Connections
byStephanie Harvey)

(From Comprehension
Connections
byStephanie Harvey)

Before: Make a blank

T chart on a large
piece of chart paper.

Before: On a large
piece of chart paper, I
will create a small
circle in the middle
that says text,
surrounded by a
larger circle that says
text-to-self, then a
larger circle that says
text-to-text, then an
even larger circle that
says text-to-world
(see picture below).

In just a min. I am
going to write a topic
on the top left line of
the T-chart. You will
have 30 sec. to call
out all of your
thoughts, feelings,
opinions, and
experiences with
regard to the topic.

(adapted from
Strategies That Work:
Teaching
Comprehension for
Understanding and
Engagement by
Stephanie Harvey and
Anne Goudvis)
Before: I will have our
concentric circle chart
up in the group rug
area.
Today we are going
to practice making
connections with a
text that has written
words. I am going to

Before: Today you are

going to read a short
story on your own,
and write connections
on your post-its.
I will read the first two
paragraphs, and
model writing
connections, as I think
out loud and say what
I am writing on the
post-its.
The students know I
have a pet turtle that I
found when I was 6,
and my turtle comes

go deeper, what is it
that makes you who
you are on the inside?
Turn and talk.
You are identifying
thoughts,
experiences, and
feelings that make
you unique (if they
aren't, tell them to
think about thoughts,
experiences, and
feelings). No one else
has experienced life
exactly the way you
have. Your
background and prior
knowledge is different
from anyone else's.
We call this your
schema.

Choose one student

to set and watch the
timer. Write
Discovery Museum on
the left side of the
chart and shout Go!
I will write down all
the things they say
for 30 sec. then tell
them to stop.

Next I will turn their

attention to the right
side of the chart, and
tell them that they
are going to repeat
the same exercise
with 30 seconds on
the clock and a
different word. I will
write the word
Put lint roller on top of tsukahara on the right
table. I'm going to
side of the chart.
show you what
Then say Go.
schema is like.
Pretend this lint roller I will tell them to call
is my brain. My brain out their thoughts,
is ready to stick to
emotions and
whatever I come in
opinions.
contact with.
Since I know that
Have small slips of
none of the students
paper spread out on
are gymnasts, they
the table with things
most likely wont have

I will tell the students

that a text-to-self
connection is when
text makes me think
of my own life.
A text-text connection
makes me think of
another text (or
media of any kind).
A text-to-world
connection makes me
think of the world
around me, maybe a
theme or big idea.
During: I will give
each student a stack
of post-it notes.
I am going to play a
song for you. I want
you to listen carefully
to the lyrics of this
song. As you listen, I
want you to write any
thoughts, feelings, or
experiences you are
reminded of, and
write them on your
post-its. You can then
come up and place
your post-it where it
belongs on our chart.

read you the story

Chrysanthemum by
Kevin Henkes.
As I read, I want you
to write the
connections you make
to this story on post-it
notes, like we did
yesterday. Your
connections are the
thoughts, feelings,
experiences, other
books, or other types
of media that you are
reminded of, or
connections you make
to the world around
you. As list these
examples, I will point
to each circle in our
chart.
We are going to
practice making
abreviations for these
types of connections
today. We are going
to write a TS for text
to self. I will write TSText-to self on a new
piece of chart paper.
We will write TT for
text to text, I will
write TT-Text to text
on the chart paper.
We will write TW, text

up a lot in our
conversations.
As I read the first two
paragraphs, I will say
Hey, I found a turtle,
and my parents let me
keep it. I will write
TS on my post it along
with the words, found
turtle. I will tell the
children what I write.
I will then say, That
turtle soup comment
sounds like the kind of
joke my dad would
have made. I will
write TS on another
post-it along with the
words dad joke. I will
again, tell the
students what I am
writing.
During: I will hand out
a copy of the story to
each student. I will
tell them to read the
story to themselves,
and write connections
on their post-it notes,
then stick them to the
paragraph that made
them think of that
connection. I will tell
them to write the

written on them that

have stuck with me
throughout the years.
Tell the kids what is
written on the paper.

any connections to
the word, or have any
idea what is means.

to world on the chart

paper. You can write
these letters in the
top left corner of your
post-it like this.

letters we talked
Next we will get into
about yesterday for
groups of three to
the type of connection
practice making
they are making and
After 30 sec. I will
connections with the
just write a couple of
step back from the
wordless picture book
words that remind
Roll the sticky roller
chart and say, Wow,
Circle of Friends by
I will write TS on the
them of what they
over the paper.
we did the same thing Giora Carmi.
top left corner of my
were thinking on the
for each side, but it
post-it in sharpie, so it post-it.
Over the course of
there was a huge
Each group will look
is easy for everyone
my life, I've picked up difference between
at the book together
to see, and hold it up. Lets go over the
millions of
the first side and the
while students write
letters for our
experiences,
second.
connections on their
When you write about different types of
thoughts, and feelings
stacks of post-it
your connections, you connections real
and they're all rolled
What was your
notes. They may then just need to write a
quick.
together in my brain.
thinking like when
post their post-its on
few words to remind
All of these things
you saw the words
the chart.
you of what you are
I will pull out the chart
make up my schema. Discovery Museum?
thinking. I will show
I made yesterday with
We can call this (hold
After: Each group will you while we read our the abreviations and
up sticky roller) our
Now think about the share one thing they
story.
quickly review.
schema roller.
second half of the
posted on the chart.
During: Students will
chart. What was
I will read the book
read the story and
During: Have
going on in your
Chrysanthemum by
write their
students go back to
head?
Kevin Henkes. As I
connections on their
their desks where the
read the first two
stack of post-its.
supply helpers have
Turn to your shoulder
pages, I will stop to
put a pile of small
buddy and talk about
think out loud about
After: When they are
slips of paper and
why you think you
the connections I
finished, I will call on
pencils in the center
had such a different
make to the story. I
students to share the
of each table.
reaction to the two
will tell the children
connections they
topics.
how the birth of their
made.
Students write past
new baby that was
experiences thoughts I will circulate and
perfect to them in
and feelings on the
listen, while they talk.
every way, reminds
little slips of paper,
me of how I felt about
then take turns rolling Hopefully they will
my daughter when

the schema roller

over their paper.
When they are done,
they tear the sticky
paper off the roller on
the dotted line, so the
next person may have
a turn. There will be 1
schema roller per
table.
After: Whip Aroundeveryone shares one
thing they wrote on
their slips of paper

have noticed that

they had strong
feelings and
memories about the
first topic and didnt
have any feelings or
memories about the
second topic.

she was first born. I

will write TS on a
post-it in sharpie and
the words perfect
daughter. I will tell
the children what I
am writing and hold
the post-it up.

If they didnt notice

how experience and
schema related to the
exercise, I will point
out the connection.

During: After I read

the first two pages,
modeling how to write
my connections on
post-its, I will tell the
students I want them
to write the
connections they
make to the rest of
the story on their
post-it notes with a
TS, TT, or TW in the
corner for the type of
connection they are
making. I will tell
them to remember
the song we listened
to yesterday, and any
other types of books
or media that this
story might remind
them of.
I will tell them to hold
onto their post-its.
They can pull them
off the stack after
they write on them

From the T-chart we

made, I can tell that a
lot of you have
schema for the
Discovery Museum.
None of you have
schema for tsukahara,
but I do. As many of
you know, I was a
gymnast when I was
younger. Let me
show you a quick
video of what a
tsukahara is.
I will have the video
below ready to play
on the smart board.
https://www.youtube.c
om/watch?
v=pOgebfg4hh0

For me, this word

brings up strong
memories of long
hours or practice,
watching older girls
perform this skill
perfectly, wishing that
I could one day be as
skilled as they were,
and the
encouragement I
received from my
coaches.

and make a second

stack of completed
post-its.
I will then read the
rest of the story,
while they write their
post-its.
After: When we are
finished, I will invite
students to share the
connections they
made to the story.

The word tsukahara

meant nothing to you,
because you didnt
have any personal
connection, or
schema for it.
However, it means a
lot to me, because I
do have a schema for
that word.

Guided Reading (approximately 15-25 minutes daily for each group) (You will be planning just one group for the
week, based on results of the student assessed that would be grouped with other similar readers)
Objectives
The student will use predicting, summarizing and connecting to comprehend fictional text.
Standards of Learning

3.5 The student will read and demonstrate comprehension of fictional text and poetry.

Monday

Tuesday

Wednesday

Thursday

Friday

Book: Chocolate-Chip
Muffins by Joy Cowley

Book: Chocolate-Chip
Muffins by Joy Cowley

Book: Going to the

Hospital by Sandra
Iversen

Book: Going to the

Hospital by Sandra
Iversen

The New Car by Joy

Cowley

Before: Read title and

look at cover, What
do you think this book
is going to be about?
Lets make a
prediction.

Before: We are
going to read the rest
of our story
Chocolate-Chip
Muffins. Who can
summarize, or talk
about the main
events, in the first
half of the story?

Go around table and

have students make
predictions.
Now flip through and
look at the pictures.
Have your predictions
changed?
During: Students
read p. 1-8 while I
provide support.
After: We are going
to finish the rest of
the story tomorrow.
Lets make a
prediction for what we
think will happen
next.

Lets try to
remember our
predictions, or make a
new prediction about
the second half of the
story. Turn to the
person next to you
and tell them what
you think will happen
next.
During: Students
read p. 8-16 while I
provide support.
After: Now turn to
the person next to
you and summarize

Before: Read the title

and have students
look at the cover.
Make a prediction
about what you think
this book will be
about.

Before: We are
going to read the rest
of our story Going to
the Hospital. Who
can summarize the
first half of the story
for us?

Do you have any

personal experience,
thoughts, or feelings
you can connect to
your predictions?

Last time we made

predictions about
whether or not David
broke his leg. Lets
see what happens.

Turn and talk to the

person next to you.

During: Students
read p. 8-16 while I
provide support.

I will talk about how

Ds mom was in the
hospital lately, this
book reminds me of
his mom.
During: Have the
students read p. 1-8
while I provide
support.

After: Turn to the

person next to you
and summarize what
you read. Was your
prediction correct,
How do you know?
Did you make any
connections to the

Before: Make a
prediction about what
you think this book
will be about. What
are your predictions?
During: Have
students read Ch 1
while I provide
support.
Did you make any
connections to Ch 1?
Turn to the person
next to you and
discuss
I will talk about how I
made a text-to-self
connection, because
my mom has a new
car that she wont let
anyone else drive
either. I also made a
text-to-text
connection, because
the story said that the
dad could only drive

Go around the table

and have everyone
make their prediction.

what you read.

Was your prediction
correct, why or why
not?
Lets look at the
picture on the last
page. How do you
think Katie feels?

story?
After: Who can
summarize what we
just read?
Turn to the person
next to you and talk
about if your
predictions were
correct and why.

the new car if there

was an emergency.
I will talk about how I
The last book we read
connected what I read was about an
to Gs broken leg and emergency.
my broken finger.
Now that you have
read Ch1, have your
predictions changed?
Repeat for Ch 2 and 3.

Why do you think

she feels that way?

We will finish the rest

of our story tomorrow.
Do you think Davids
Why do you think her leg is broken, why or
parents baked a
why not?
second batch of
muffins? Look back to
page 14 for a clue.

Homework-

Homework-

Homework-

Homework-

After: Now turn to the

person next to you
and summarize Ch 13. We will read the
second half on
Monday. What do you
think will happen
when the mom finds
out about the
scratch?
Homework-

Read for 20 min.

Read for 20 min.

Read for 20 min.

Read for 20 min.

Read for 20 min.

Independent Reading (Do not really need to plan, but need to know that it fits into you plan each day and that
teacher will be conferring with students during this time).
Objectives
Standards of Learning

Monday

Tuesday

Wednesday

Thursday

Friday

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for
approximately 30-40 minutes each day).
Objectives
The student will write about their life, their home, the natural world, and choose one of those topics to expand on for
the Writer's Workshop process.
Standards of Learning
3.9 The student will write for a variety of purposes.
Monday

Tuesday

Wednesday

Thursday

Friday

Snippits of Our
Lives

My House

In April

Choose a Piece to
Expand

Choose a Piece to
Expand

Model with Mini

Lesson 5-10 min:

Model with Mini

Lesson 5-10 min:

Model with Mini

Lesson: 5-10 min:

Model with Mini

Lesson: 5-10 min:

Read My House Has

Stars by Meg
McDonald. Now Im
going to write about
my house. I will
model writing three
sentences about my
house on chart paper.

Read In November by
Cynthia Rylant.

Today we are going

to choose something
we wrote this week,
and spend a little
more time writing
more about that
topic.

I want us to spend
more time with the
writing that we choose
to expand. If you feel
like you have written
as much as you can,
go back and add more

(adapted from
Strategies That Work:
Teaching
Comprehension for
Understanding and
Engagement by
Stephanie Harvey and
Anne Goudvis.
Model with Mini

Tell students that

now, we are going to
write about what
happens in April.

Lesson 5-10 min: I will

read a few poems
aloud from the book
Sol a Sol by Lori
Carlson, which has
short poems about
everyday events that
children can easily
relate to in English
and Spanish (11 of
the children in my
practicum class speak
Spanish at home, so I
will choose one poem
that is in Spanish to
read). I will then tell
the students that we
are going to write a
snippit, or just a
small piece, of our
own experience. I will
model writing a few
sentences about
dancing in the kitchen
with my daughter
while my husband
makes dinner.
Students Writing 1530 min: Now the
students will write
their own snippit
about their lives. We
will think about the
everyday events in
the poems and write

Write the words In

Students Writing 15April, on chart
30 min:
paper. Ask students
to raise their hands
Have students write
and say something
about their house.
that happens in April.
Now you are going to I will choose what one
write about your own
of the students says
house. I want you to
to finish the sentence
write at least 5
In April.
sentences with at
least 3 adjectives.
I will keep my
modeling for this
Sharing 5-10 min: I
activity short,
will observe students
because, I want
while they write, and
students to think
choose students to
about their own ideas
share their writing, or for what to write
highlight specific
about April.
aspects of student's
writing that I notice.
Students Writing 1530 min:

I am going to choose
to write more about
my house (because
that is something that
is unique to me, so I
can model it with out
influencing them too
heavily).
I will have the chart
paper ready where I
started writing about
my house. I will think
out loud, about more
things I could write
about my house while
writing my ideas in
the form of sentences
on my chart paper.

Students Writing 1530 min:

Now you are going to Now you are going to
write about April on
get your writing
your own sheet of
folder, and pick one of
paper. Think about
the pieces you wrote
the ideas we brain
this week to expand.
stormed about what
happens in April, as
Spend the next 30
well as things you
min. Writing more
have noticed
about the topic you
happening outside
choose.
this month. Write at
least 5 things that
Sharing 5-10 min: I
happen in April.
will observe students

adjectives to describe
what you are writing
about. Pretend you
are writing for
someone who doesn't
know anything about
your topic, and
provide them with lots
of details.
Students Writing 1530 min: I will circulate
and observe while
students write.
Sharing 5-10 min: I
will observe students
while they write, and
choose students to
share their writing, or
highlight specific
aspects of student's
writing that I notice.

about everyday
events in our own
lives.
Sharing 5-10 min: I
will observe students
while they write, and
choose students to
share their writing, or
highlight specific
aspects of student's
writing that I notice.

Sharing 5-10 min: I

will observe students
while they write, and
choose students to
share their writing, or
highlight specific
aspects of student's
writing that I notice.

while they write, and

choose students to
share their writing, or
highlight specific
aspects of student's
writing that I notice.

(Although not required for this plan because it is already graded, you may want to go back to your word study plan
turned in earlier and add it to this entire plan for future use or if adding this to your ePortfolio to show you complete
work in building cohesive lesson plans for a reading block).