Lesson Plans

Name: Kaitlyn Metheny

The QRI assessment that was given to a child named Kathy. Kathy is 8 years old and attends 2nd grade at a private school in Richmond, VA. Her family is considered
upper middle class and both parents have achieved masters degrees. When assessing her reading abilities, I noticed her Words Recognition in Isolation score for
1st grade was 90% flashed and 100% untimed. In the 2nd grade area her scores were 95% flashed and 100% untimed. In the 3rd grade her word recognition was
85% flashed and 10% untimed. In the 4th grade her recognition went down to 75% flashed and 95% untimed. And the final assessment was for 5th grade and she
received a 35% flashed and 75% untimed. Under Word Recognition in isolation, Kathy is independent in level 1 and 2, instructional in level 3 and 4, and frustration
in level 5. I began assessing her in Word Recognition in Context in 3rd Grade. She had a rate of 115 Words Per Minute and a recognized 96% of the words. She
received a 8 out of 8 on the comprehension questions listed afterwards. In the 4th grade assessment, she received a recognition score of 97% and read 116 WPM.
The questions in the 4th grade assessment were a 7 out of 8. In the 5th grade assessment, she received a score of 95% recognition and she had a rate of 84 WPM.
Her comprehension of the questions went down to a 4 out of 8 on the last assessment. In Words Read in Context, her abilities in levels 3,4, and 5 are all
instructional and her comprehension was independent in level 3, instructional in level 4, and frustration in level 5. I think it would be wise to start her at a 3rd
grade or transitional reading level.

Whole Group (approximately 20-30 minutes daily)

The book that will be read is Life According to Humphrey by: Betty G. Birney. This is a perfect book to be read aloud to
students. The story is entertaining and above grade level, but can be easily understood by any child if read aloud.
Some guiding questions would be:
How can you relate to the children in Humphreys life?
How do you think our class pet feels?
What have you experienced that is similar to Humphrey or the children in his class?
Objectives
Students can demonstrate understanding of what they read through discussions, writing, or pictures.
Students can make predictions and make connections to another element of their lives.
Standards of Learning
3.5 The student will read and demonstrate comprehension of fictional text and poetry
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.

Monday
The teacher will first
read the book aloud
for 10 minutes or a
chapter at a time. She
then will model how to
link the text with
guiding questions and
ask the children what
they believe will
happen next. From this
the teacher will explain
what a prediction is
and how it is used.
Over the next 10
minutes the teacher
can get the children to
write their own
predictions in their
journals. The teacher
can walk around and
give feedback on
each individual
response. The
remaining 5 minutes of
this time is a time for
the children to share
their responses.

Tuesday
The teacher will again
read the book aloud
for about 10 minutes.
She then will model
how to link the text
with new guiding
questions related to
the chapter and ask
the children what they
believe will happen
next. This is a time to
reflect on the
predictions made from
the day before.
Over the next 10
minutes the teacher
can get the children to
confirm their
predictions or change
them in their journals.
The teacher can walk
around and give
feedback on each
individual response.
The remaining 5
minutes of this time is a
time for the children to
share their responses.

Wednesday
The teacher will again
read the book aloud
for about 10 minutes.
She then will model
how to link the text
with new guiding
questions related to
the chapter and will
focus more on
connections to the
childrens experiences.
Over the next 10
minutes the teacher
can get the children to
write down an
experience they have
encountered that
Humphreys also
encountered in their
journals or on the 2
worksheets provided.
The teacher can walk
around and give
feedback on each
individual response.
The remaining 5
minutes of this time is a
time for the children to
share their responses.

Thursday
The teacher will again
read the book aloud
for about 10 minutes.
She then will model
how to link the text
with new guiding
questions related to
the chapter and will
focus more on
connections to current
or previous readings.
Over the next 10
minutes the teacher
can get the children to
write down an
experience they have
encountered that was
addressed in their
previous or current
readings in their
journals or the 2
worksheets provided.
The teacher can walk
around and give
feedback on each
individual response.
The remaining 5
minutes of this time is a
time for the children to
share their responses.

Friday
Friday will be more of a
discussion day than a
writing day. The
teacher will again
read the book aloud
for about 15 minutes.
Over the next 10
minutes, she then will
model new guiding
questions related to
the chapter. This is a
time to see what the
children can come up
with and gage their
thoughts throughout
the readings. This is a
good time to
document what the
kids are saying in
discussion and get the
quitter children to
participate.
The teacher can give
feedback as usual on
each individual
response verbally in
the remaining 5
minutes.

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

The group I will work with will be above grade level readers and we will work on reading comprehension skills.
The book this group will read is Busybody Nora by: Johanna Hurwitz. This is a level N book for a transitional reader.
Vocabulary: tenants, pouting, dumbfounded, and embarrassing
Some questions to look for answers to:
What has happened so far?
What is most important?
What have you learned?
Objectives
Reading Comprehension
-Identify the authors purpose to entertain, inform, persuade, etc.
-Answer some questions related to the book that was read.
Standards of Learning
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
a) Identify the authors purpose.
d) Ask and answer questions about what is read.
e) Draw conclusions based on text.
Monday
The first day will
concentrate on book
introductions. For 15
minutes, the teacher
will go through the
purpose, title, author,
some vocabulary listed
above, and make
some predictions
based off of the

Tuesday
The next day will focus
more on
comprehension
questions. For the first
10 minutes, the
teacher will ask the
children to read the
first 10 pages to
themselves. Once all
the children are

Wednesday
The next day the
teacher will start with a
quick refresh of what
happened where they
left off. Then the
teachers will allow the
kids to read to
themselves again for
about 15 minutes. After
this time I would get

Thursday
The children will first
talk about the previous
days reading for 5
minutes. Then the
children will read for 15
minutes until they get
to the same
designated stopping
point. Afterwards the
teacher will model a

Friday
This is the day they
children will reread the
book to themselves
and then reflect on the
book in their journals. I
want the children to
write about what the
purpose of the story
was and what they
personally learned or

pictures. This is to make

sure the children are
very familiar with the
book before they read
it, so that they may
begin to process the
main ideas of the story.
With any remaining
time, the children can
begin reading the
book quietly.

Homework- The
children will need to
write simple
predictions based off
of what was talked
about that day.

finished, then over the

next 10 minutes the
teacher will get the
children to retell what
they read. If they have
trouble with retelling
what they read then
get them to read the
pages again.
Throughout this
retelling process, the
teacher will make sure
to observe and prompt
children when
needed.
Homework- Have the
children make puppets
of the characters in
the story and retell the
portion of the story to
their family.

the children to the

same stopping point
and then ask them the
guiding questions listed
above. After some
discussion of this story, I
would get the kids to
write down some
conclusions they have
come up with.

think aloud chart to

the group and go
through the main idea
and the supporting
details. The web chart
is provided to fill out
with these details. The
teacher can prompt
the children to make
sure the children have
talked about all the
options possible.

gained from this book.

Homework-The
children can think of 3
of their own questions
about their reading in
their journals.

Homework-Fill out their

out think aloud chart
(the web that is
attached can be
used) in their journal.

Homework-No
Homework

Independent Reading
Objectives
The child can convey the main idea of the book they choose to independently read.
Standards of Learning
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
i) Identify the main idea.
Monday
The students will do 30

Tuesday
The students will do 30

Wednesday
The students will do 30

Thursday
The students will do 30

Friday
The students will do 30

minutes of
independent reading.
Every time the child
reads a new book, he
or she must write about
the main idea of the
story in their journal.

minutes of
independent reading.
Every time the child
reads a new book, he
or she must write about
the main idea of the
story in their journal.

minutes of
independent reading.
Every time the child
reads a new book, he
or she must write about
the main idea of the
story in their journal.

minutes of
independent reading.
Every time the child
reads a new book, he
or she must write about
the main idea of the
story in their journal.

minutes of
independent reading.
Every time the child
reads a new book, he
or she must write about
the main idea of the
story in their journal.

Writing
The children will write about what they did over the weekend and will experience many different graphic organizers.
Objectives
The student will plan their writing with the tools provided to them.
Standards of Learning
3.9 The student will write for a variety of purposes.
a) Use a variety of prewriting strategies.
Monday
The teacher will first
model how to use the
web graphic organizer
during the first 10
minutes of class. She
wants the kids to write
about what they did
over the weekend.
They will not have to
begin writing until the
end of the week She
will then allow the
children to plan their
own writing

Tuesday
The teacher will first
model how to use the
story map graphic
organizer during the
first 10 minutes of class.
They will plan out their
writing for the same
topic but with a
different graphic
organizer. This way
there is overlap in
understanding of how
graphic organizers
work. She will then

Wednesday
The teacher will first
model how to use the
star chart graphic
organizer during the
first 10 minutes of class.
They will plan out their
writing for the same
topic, but with a
different graphic
organizer again. This
way there is overlap in
understanding of how
graphic organizers
work. She will then

Thursday
These next 2 days will
focus on writing based
on their graphic
organizers. The entire
30-40 minute period
will be dedicated to
the children writing
their stories. The
teacher will walk
around and answer
questions and provide
feedback.

Friday
The children will finish p
their writing on Friday
for the entire 30-40
minutes. If the child is
finished early, he or she
can edit their paper.
The lesson next week
will entail specifics of
editing a paper.

independently for the

next 10 minutes. Once
everyone has planned
their writing out then
they will have an
opportunity to share
with the class.

allow the children to

plan their own writing
independently for the
next 10 minutes. Once
everyone has planned
their writing out then
they will have an
opportunity to share
with the class. The
children can also talk
about how this
organizer differs from
the last one.

allow the children to

plan their own writing
independently for the
next 10 minutes. Once
everyone has planned
their writing out then
they will have an
opportunity to share
with the class. The
children can also talk
about how this
organizer differs from
the last two.