Week-Long Literacy Block Lesson Plans

Linsey, a fourth grade student at Waterman Elementary School, was assessed using a Qualitative Reading Inventory (QRI) to find out what
her instructional reading level is. The first assessment given was word recognition in isolation. In this assessment she was given lists of words from
different grade levels where she needed to immediately recognize and pronounce each word shown to get it correct for the flash category. If she did
not recognize a word the first time she was able to go back to it and get points for the untimed category. In order to move to a higher grade level of
words, she had to at least be able to recognize and pronounce 70% of the words on the list. She started with a second grade list where she got 100%
of the words. On the third grade list she got 85% immediately and then got 95% when she was given more time. On the fourth grade list she got 75%
immediately and then got 90%when given more time. On the fifth grade list she got 85% of the words immediately and 85% of the words when given
more time. On the sixth grade list she got 60% immediately and then got 75% when given more time. Based on her percentages from this assessment
it was determined that her instructional level was fifth grade because the sixth grade words showed to be at a frustration level for her.
Linsey was also assessed using word recognition in context. This assessment focused on comprehension, rate of reading and percent of word
recognition in the passage. She was given two passages to read for this part of the assessment. The first passage was at a third grade level. When
reading this passage she scored a 94% in the word recognition, 62% in comprehension and had a score of 84 for the rate. Based on the scores from
the first passage she was then given a second grade level passage to see how she would do on that one. When reading this passage she scored a 96%
in word recognition, 62% in comprehension and got a score of 74 for rate. After looking at the scores from the two passages it was determined that
she was between a second and a third grade levels for word recognition in context. This would put her at a transitional reading level. The appropriate
literary diet for Linsey then would be 30% fluency, 30% comprehension, 20% word study/ vocabulary, and 20% writing.

Nazely, a fourth grade student, was assessed utilizing a qualitative reading inventory, or a QRI. The point of the assessment is to determine
her instructional reading and spelling levels. To begin the assessment, the student was given words in isolation. During this, each word was flashed
and the student immediately responded by saying the word. If the student did not read the word correctly, the word would be flashed again. To
determine her instructional level, she progressed through stages of difficulty. If she scored above 60% correct automatically, she would move to the
next level. Nazely performed well on the second grade word list with 100% correct. She then recognized 90% automatically on third grade, 95%

automatically on the fourth grade, and 80% automatically on the fifth grade. She then automatically recognized 70% of the words on the sixth grade
list. While she could have continued up, the significant decline between fourth grade (95%) and sixth grade (70%) indicates that sixth grade
vocabulary is an appropriate instructional level for Nazely. This is aided by the fact that, even when given more time, only correctly identified 75%
of the sixth grade words. Based on the trend, by continuing to more difficult words, the student would have hit her frustration level. Therefore, her
instructional spelling level is sixth grade words.
Next, Nazely was given an assessment that measured her use and comprehension of words in context. To do so, she was asked to read a
passage and answer comprehension questions following the passage. As she read, her word substitutions, omissions, insertions, self-corrections,
reversals, and word assistances were recorded. Similar to the words in isolation assessment, the student progressed with difficulty as she fluently
read the passage and could effectively answer the comprehension questions. Nazely began with a third grade passage. At that level, she was able to
read the passage with 97% accuracy at a rate of 96 words per minute. She was able to successfully answer 75% of the comprehension questions, but
when given the opportunity to look back at the passage, she answered 100% correctly. Therefore, she moved to a fourth grade passage. On that
reading, she achieved approximately 97% accuracy again with a rate of 89 words per minute. However, her comprehension fell significantly at
approximately 60%. When given the opportunity to look back, she was able to answer 75% of the questions correctly. According to the assessment,
without look-backs, the fourth grade passage falls into Nazelys frustration level. With look backs, it is in her instructional level. Therefore, based on
the data from the words in context assessment piece, the students independent level is early third grade, her instructional level is late third grade
passages, and her frustration level is fourth grade. To continue instruction, the student should be working on comprehension tasks between a third
and fourth grade level. To ensure that she continues to excel in all aspects of literacy, her literary instruction should include a balance of 30%
fluency, 30% comprehension, 20% word study, and 20% writing.

Whole Group (approximately 20-30 minutes daily)

Objectives The students will work on and develop skills and strategies for making inferences by utilizing evidence
from books, objects, and descriptions.
Standards of Learning
4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
a) Explain the authors purpose.

h) Draw conclusions/make inferences about text

Monday

Tuesday

Wednesday

Thursday

Friday

This week we are

going to focus on
inferring.

The teacher will ask

students to recall
inferences about the
neighbors trash from
the previous day.
They will then have a
class discussion about
the words and
phrases that were
used on Monday
when making
inferences. Together,
make a strategies
chart that lists a
variety of phrases
students can use
when making strong
inferences. The chart
will be displayed in
the classroom to
promote students
independent
inferences.

Each group will

receive a prompt that
says, I ran a few
errands yesterday.
Using the evidence in
your bag, make an
inference about
where I went on my
errands. Each table
will receive a bag and
the students will work
together to infer
where the teacher
went. Each group will
then present their
evidence and
inference to the class.

The teacher will read

The BFG and point
out specific dialogue
from the book. Each
student will be given
a handout with a
character and speech
bubbles. The teacher
will instruct the
students to infer what
the character could
be thinking in the
specific dialogue
pointed out. Each
student will write
their inference in the
speech bubble above
the character on the
handout.

Each student will be

given a paper bag
with a mystery object
in it. He or she will
write five clues about
their mystery object
on an index card and
tape it to the outside
of the bag. Once
every student is
finished, they will
walk around the room
and make inferences
about what is in each
bag. The teacher will
ask for volunteers to
share their inferences
with the class. Then,
the object in each bag
will then be revealed.

As a class, the
teacher will tell the
class that she has
brought in a trash bag
from her her
neighbors house.
They will work
together to make
inferences about the
neighbor based on
the evidence.
However, the
students will not be
introduced to the
word inference until
the end of the lesson.
Once they have made
inferences, the
teacher will work with
the students to create
an anchor chart for

the definition of
inference.

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 students will work on comprehension skills by reading level-appropriate books and utilizing
anticipation guides.
Standards of Learning
4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
a) Explain the authors purpose.
h) Draw conclusions/make inferences about text

Monday

Tuesday

Wednesday

Thursday

Friday

Group #1- The

students will be told
that they will be
reading an
informational book
about whales. We will
then go over what is
included in an
informational book as
a group. First we will
look at the table of
contents. The teacher
will go to the table of
contents and show
the students what it
looks like. The
teacher will then ask
the students what a
table of contents is or
what it tells us. The
students will then be
able to respond with
their thoughts. In the
discussion the
teacher should make
sure that the students
include that it gives
page numbers and
that it gives the titles
of each of the

Group #1- The

students will be told
that they will be
reading a book about
whales but before
they read we will be
filling out an
anticipation guide
together as a group.
The teacher will
explain to the group
what an anticipation
guide is so that the
students will
understand what they
will be doing. The
teacher will say An
anticipation guide has
a list of statements
about whales. Some
of the statements are
true and some are
false. We will read the
statements together
and decide whether
we think that the
statements are true
or if they are false.
The teacher then will
write a T or an F in

Group #1- The

students will go back
to the anticipation
guide that they filled
out the day before
and reread the
statements. After the
students have reread
the statements they
will begin reading
chapter one Whales
Walked Here of the
book Whales. The
students will read this
chapter quietly. When
the students have
finished reading the
students will go back
to the statements and
now decide whether
the statements are
true or false based on
the reading.

Group #2-The
students will quietly
read the remainder of
the book to
themselves. Once

Group #1- The

students will read
chapter two Do
Whales Have Teeth
with a partner. As the
students are reading
the teacher will walk
around and listen to
the students reading
while taking
anecdotal notes. The
teacher will be
listening for accuracy
and fluency in the
students reading.

Group #1- The

students will be given
an anticipation guide
that they will fill out
themselves based on
chapter 4 A
Humpback Calfs First
Year. They will need
to read the
statements on the
anticipation guide and
decide whether the
statement is true or
false and write a T or
and F beside the
statement in the
column that says
Before Reading. The
Group #2- The
students will then
students will be
need to read chapter
introduced to the
4 quietly to
book, Tropical Rain
themselves. After
Forest. Because the
students have already they have read the
read a nonfiction book chapter they will need
to go back to the
about snakes, the
students should have anticipation guide and
reread the statements
some background
and then decide again
knowledge or
whether the
conceptions about
statement is true or
animals in the

Homework Group #1 - Homework Group #1No homework.

Go home and look for
informational books.
Look to see what
things the books have
such as table of
Homework Group #2contents, pictures,
Students will draw a
captions, glossary.
picture that
(This will not be
incorporates
followed up on. It is
information that they
just something for
learned from Snake.
students to do to get
familiar with
informational books)

Homework Group #2Students will reread

the first half of Snake
aloud to a family
member or friend.

Homework Group #1 The students will look

at the statements
that were false and
will write where and
what they found that
makes the statement
false.

No homework for
Group #2

Homework Group #1The students will read

chapter 3 Whale
Families at home
with a friend or family
member.

Homework Group #2Students will write

down two or three
more things that they
want to know about
the rainforest based
upon what they have
read today. They will
be added to the K-W-L
chart during class
tomorrow.

Homework Group #1Read chapters 5 and

6 of the Whales book
with a family member
or friend.

Homework Group #2The students will pick

a topic from the book
to explore and
elaborate on. They
will write a paragraph
that talks about the
information and
makes connections to
their experiences or
texts they have read.

Independent Reading
ObjectivesThe students will read independently at an appropriate level to work on improving their self-monitoring
and comprehension skills.
Standards of Learning

Reading 4.5) The student will read fiction and nonfiction with fluency and accuracy.
a) Use context to clarify meanings of unfamiliar words.
b) Explain words with multiple meanings. c) Use knowledge of word origins; synonyms, antonyms, and
homonyms; and multiple
meanings of words.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.

Monday

Tuesday

Wednesday

Thursday

Friday

Children will be
reading
independently during
this time with good fit
books. Teachers will
be conferring and
taking notes.

Children will be
reading
independently during
this time with good fit
books. Teachers will
be conferring and
taking notes.

Children will be
reading
independently during
this time with good fit
books. Teachers will
be conferring and
taking notes.

Children will be
reading
independently during
this time with good fit
books. Teachers will
be conferring and
taking notes.

Children will be
reading
independently during
this time with good fit
books. Teachers will
be conferring and
taking notes.

Writing
Objectives
The students will enhance and create the necessary skills to write informatively while engaging in a how to activity.
Standards of Learning
Writing 4.7) The student will write effective narratives, poems, and explanations.
b) develop a plan for writing

e) utilize elements of style, including word choice and sentence variation

Monday

Tuesday

Wednesday

Thursday

Friday

The teacher will begin

by asking the
students how to make
a peanut butter
sandwich. As the
students respond, the
teacher will ask more
questions about the
process in order to
prompt the students
to give more detailed
instructions. Once
they have completed
it, the teacher will
read it aloud and
model making a
sandwich based on
their step by step
directions. From this,
students will see if
they have missed a
step or can make
their directions more
specific.

The class will refer

back to yesterdays
peanut butter
sandwich activity.
Students will need to
think about the words
they used such as
next, then, after,
etc. The teacher will
write the words on a
chart for the students
to refer back to. The
class will also discuss
ordering events and
placing them in a
specific logical order.

The teacher will

introduce the how
to project. Each
student will either
come up with his or
her own topic or pick
one from a provided
list. The students will
use a sequencing
graphic organizer to
plan out their
thoughts and writing.

The students will use

their graphic
organizers to write
out their how to
papers. They will be
encouraged to write
as detailed as
possible. They will
also be encouraged to
refer back to the
chart from Tuesday to
incorporate
sequencing words
into their paragraph.

The students will

trade their how to
papers with another
student in the class
and their partner will
determine if they
have included enough
specific steps. If it is
determined that more
steps need to be
added then the
students will edit their
how to papers to add
in the steps they
might have missed
the first time. When
students have
finished editing their
papers the teacher
will ask a couple
students in the class
to share what they
have written.

Whole Group Materials

Guided Reading Materials

Snakes Anticipation Guide
Before Reading
True

After Reading

False

True
Snakes smell with their tongues.
Snakes dont have backbones.
Snakes have very good eyesight
and use their eyelids to protect
their eyes.
Snakes use their scales to help

False

them move.
Snakes can easily swallow
animals fatter than themselves.
Snakes lay about 5 to 8 eggs at a
time.
Mother snakes are very active in
raising their babies.
Large corn snakes can be about
6 feet long.
Snakes stay on the ground at all
times.

Anticipation guide for whole group (chapter 1 Whales Walked Here)

Before
reading
True or False

Statement

When dinosaurs lived on

earth, whales walked on
land.
Whales are a type of fish.
Whales are endotherms
which means they are warmblooded.
Whales have hair on their
bodies to help keep them
warm.
Whales do not have to
breathe air.
Whales can have more than
one blowhole.

After
Reading
True or
False

Anticipation guide for chapter 4 A Humpback Calfs First Year

Before
reading
True or False

Statement

Humpback whales are born

in July.
Humpback whales weigh
nearly 3,000 pounds when
they are born.
Every day a humpback calf
will drink about 250 gallons
of milk.
Every day a humpback calf
gains about 200 pounds.
When a whale breaches it
means it leaps out of the
water, then comes down

After
Reading
True or
False

with a big splash.

Barnacles are one of the
creatures that will attach
itself to a whale.
Adult Humpback whales
cannot hold very much food
in their stomachs.

Writing Materials

References
Chinery, M., Watts, B., & Ovenden, D. (1991). Snake. Mahwah, NJ: Troll Associates.
Dahl, R., & Blake, Q. (1982). The BFG. New York: Farrar, Straus, Giroux.
DuTemple, L. A. (1996). Whales. Minneapolis, MN: Lerner Publications.
Polk, A. (2012). Adventure of a Fourth Grade Teacher: Sequencing Chart. Retrieved from
https://docs.google.com/file/d/0B835YHQii-aWdzc4cVJHdDdidVk/edit?pli=1
Tales of a Fourth Grade Something: Inferring. (n.d.). Retrieved from
http://4thgradeinyaface.blogspot.com/2011/12/inferencing.html
Tuscher, C. (2013). The difference between Inference and Prediction. Retrieved from
http://www.teachthought.com/pedagogy/literacy/difference-between-inference-prediction/
Gilchrist, K. (2012). Inference bags! Retrieved from http://amazingclassroom.blogspot.com/2012/01/inferencebags.html