Comprehension Weekly Lesson Plans

Name Meredith Moncure Student Grade Level 3rd (dual-language Spanish immersion)

Information here should be a summary of what was found on the assessment. Include comprehension strengths/weaknesses.

A QRI assessment was given to Kendall (a pseudonym) in early October. This assessment demonstrated her ability to maintain between
95% and 100% accuracy in recognizing words in isolation. She read all word lists beginning with the pre-primer level through the fifth-
grade level. She scored similarly on her word recognition in context, maintaining 99.4%-99.6% oral reading accuracy on fifth grade, sixth
grade, and upper-middle school level reading passages. Kendalls comprehension was high on the fifth-grade level passage at 100%
accuracy. It decreased to 50% accuracy on the sixth-grade passage; however, this passage was three grade levels higher than her own
grade level. She was able to recall little to no information after reading the upper-middle school passage, which again is no indication of
concerning weakness at such a high level of text. Kendalls fluency rate was 95 on the fifth-grade passage, 69.75 on the sixth-grade
passage, and 81.08 on the upper-middle school passage.

As demonstrated by the assessment, Kendalls high level of word recognition allows her to read several grade levels above her own.
However, I selected comprehension as my focus of the weeks literacy lessons since her comprehension scores do not seem to match
those of her word recognition and fluency. With a focus on reading for meaning, recalling events of a passage or short story, and/or
making connections to the text, this week of lessons may help Kendall to improve her reading comprehension. This may eventually allow
her level of comprehension to meet that of her word recognition.

Objectives for the week:

SOLs for the week:
SOL 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(*to be taught*)
Topic: Retelling and Partner Topic: Comprehension Topic: Comprehension Topic: Comprehension Topic: Comprehension
Discussion to Introduce Strategy #1 Identifying Strategy #2 Identifying Strategy #3 - Sequencing Review Characters,
Comprehension Strategies Characters and Setting; Problems and Solutions Setting, Main Problem,
Making Predictions Materials: Sequencing
Materials: Materials: -Several copies of From
-Those Shoes by Maribeth Boelts Materials: -Several copies of From the Mixed-Up Files of Materials:
-Sticky notes -Several copies of From the Mixed-Up Files of Mrs. Mrs. Basil E. Frankweiler -Several copies of From
-Pencils the Mixed-Up Files of Mrs. Basil E. Frankweiler by by E.L. Konigsburg the Mixed-Up Files of
-Index cards with examples of Basil E. Frankweiler by E.L. E.L. Konigsburg -iPads (Wizer app) Mrs. Basil E. Frankweiler
needs and wants (prepared by Konigsburg -Paper copies of Chapter -Prepared Wizer by E.L. Konigsburg
the practicum student) -iPads (Wizer app) 2 of the novel worksheet (sequencing) -iPads (Puppet Pals app)
-Needs and wants headings -Prepared Wizer -3 colored highlighters or
for sort worksheet/recording crayons Activity: Activity:
-Needs and wants visuals sheet As on Wednesday, We will begin by
Activity: students will begin with a reviewing the importance
Activity: Activity: Students will verbally verbal discussion of what of choosing the main
Introduction (5 min) I will introduce this weeks discuss what has occurred has occurred thus far in points when
Since my CT asked me to prepare book, From the Mixed-Up thus far in Chapter 1 of the novel. We will again summarizing a story, as
a comprehension-focused lesson Files of Mrs. Basil E. the novel as a brief focus on the main we did on Thursday with
introducing the economic Frankweiler, to the introduction and review points of the chapter to the main points of
principle of needs and wants, I students with a brief to the literacy rotation. practice summarization Chapters 1-3. We will
will begin by briefly introducing book talk. I will explain We will focus on the skills, while assessing focus on thinking about:
what wants and needs are. While to the students that we main points of the comprehension. what would somebody
holding up my visual aid (see will read the first chapter chapter to practice want to know if they had
below) for needs, I will tell the of the book today, the summarization skills, I will explain that todays never read the story
students, Needs are those things second chapter while assessing focus is on sequencing. before?
that we absolutely need in order tomorrow, and the third comprehension. They will We will be practicing
to stay alive. Ive shown a few chapter on Thursday. then begin to read putting main events from Students will then use
examples here on this poster. Students will have the Chapter 2 silently. the book thus far in their sequencing activity
Can I have any volunteers to opportunity to continue sequential order. from Thursday to create
share what they see? I will reading the book after the I will explain that todays Students will begin a movie trailer for
pause to see if students are able end of the weeks lessons; focus is on identifying a silently reading Chapter 3 Chapters 1-3 of the
to identify all examples given and yet, they will also have the main problem or a few of the novel. novel. I will explain that
to see if any students disagree or opportunity to abandon
have any questions about the the book if they find that
examples given. they do not enjoy it at
that point.
needs
The students will silently
water read the first chapter of
clothing the book, paying close
attention to the
food characters introduced. As
shelter
things we need in order to live
they read, they will have
access to a premade
Wizer
I will then introduce wants and worksheet/recording
explain to the students, Wants sheet with space to note
are things we do not need to have descriptions and/or
to live; but, we might like to have details about characters
them. I could make a very long as they read. After
list of wants since we all want finishing the chapter,
different things, but here are a students will add any
few examples on my poster. Can predictions they have
anybody share a few of the items about future chapters to
I have here or another idea of a the end of their Wizer
want? worksheet.
We will spend the last 7-8
minutes of the station
discussing what was read
and the details obtained
about the characters in
the book, so far. We will
discuss any predictions
made and focus on
I will then explain to the students explaining how or why we
that we are going to read a story think those predictions
called Those Shoes. I will note, will occur.
main problems of the they will be creating this
chapter and possible Once students have trailer using the Puppet
solutions to those finished reading, they will Pals app on the iPads.
problems. Some begin practicing ordering This will involve their
problems may be solved the main events of the selecting of main
during the chapter; story thus far using the characters, recording of
others may continue on Wizer worksheet on the their voices as narration,
throughout the story. On iPad. Each student will and movement of the
their paper copy of the be able to drag and characters around the
chapter, students will use drop the events one at a scene.
three colored crayons to time on his or her own
identify the following: iPad to place them in the If time permits, students
Red crayon correct spot. We will will be able to share their
main/major discuss and compare our trailers with one
problem(s) answers as a group another.
identified in the during the last few
chapter minutes of the rotation.
Orange crayon
details and/or
information the
author gives about
the problem(s)
Yellow crayon
any possible
solutions to the
problem(s) or
clues as to how
the problem will
be solved
I will again conclude the
literacy center with a
verbal discussion. We will
compare what we saw or
believe to be the main
problem(s) of the
As we read, I would like for you chapter. We will again
to listen closely for needs and predict how any unsolved
wants that some of the main or major problems will be
characters might have. handled in the future.

Read Aloud (10 min)

I will read aloud Those Shoes to
the students, pausing on page 12
to question the students for
understanding and
comprehension:
-What is happening here in the
story? How does Jeremys
grandmother feel and how do
you think Jeremy feels?

I will again pause on page 27 to

ask the students:
-What did Jeremy just do and
why?
If they reach the conclusion that
Jeremy has chosen to give away
his shoes that did not fit, I will
ask:
-Were those shoes a need for
Jeremy anymore?... Were the
shoes a need for Antonio?

Short Retelling (5 min)

Upon finishing our read aloud, to
assess comprehension, we will
first do a short retelling of the
book. I will first ask them to
discuss, amongst one another,
Who were the characters in this
story? After allowing adequate
time to think and discuss
together, we will share our
thoughts allowed. I will continue
this questioning, thinking, and
sharing process with the
following:
-Who were the main or most
important characters in the
story?
-Where did the story take
place?
-What was the main problem in
the story?
-How did Jeremy solve the
problem?
-What were Jeremys wants?
-What were his needs?

Closing Assessment/Activity (5
min)
To close, each student will
receive two sticky notes. On one
note, they will write a need and
on the other, they will write a
want. I will provide a few
additional examples of needs and
wants on index cards. I will ask
students to sort both their sticky
notes and the additional cards
into needs and wants, meanwhile
discussing their reasoning. If time
permits, we may look for
connections between some of
our needs and wants and those of
Jeremy. We will discuss:
-What do you notice about the
needs sticky notes we have
here?
-What do you notice about the
wants?
-Is there anything in the wants
section that youve said, I need
__________ before? For
example, I need a new tablet
because my screen is cracked.

I will thank students for reading

and sharing with me and allow
them to move to their next
literacy rotation.

Reflection:
Planning an entire week of literacy lessons truly gave me a better appreciation, as a future elementary school teacher in reading, of setting
attainable goals and appropriate sequencing for a given level of readers. Though I was tasked by my CT to design a lesson appropriate for all
reading levels (see Mondays lesson) that integrated the economics concept of needs and wants, designing my Tuesday through Friday lessons gave
me appropriate practice with the challenge of fitting a specific readers needs. With the lesson I physically taught to groups in my practicum
classroom (Mondays plan), I was excited to see how engaged my students were while I read Those Shoes. They were excited to discuss various
characters feelings, make predictions about the story, and make connections both to their lives and to needs and wants. The book provided a
convenient starting point for integrated conversation about needs and wants, while assessing comprehension. I also felt as though both my
students who are ELLs and my native English-speaking students were able to speak about the common experience of wanting something and not
being able to get it.
My only area of difficulty in executing this lesson was in managing students talking over one another and talking over me. While this
improved with the second dual-language class, it was difficult to achieve all of my goals with the first group of students since we had to pause
several times to ensure that students were respecting one anothers thoughts and opinions. Perhaps one way I could change this in the future
would be to have smaller groups within my larger reading group for more intimate discussion. Overall, I felt that the lesson was accessible to all
levels of readers, regardless of whether those readers were ELLs or not. Specifically, the visual aids I provided seemed to help a larger number of
students to participate in discussion. I wish that I could have provided a more substantial extension activity for my upper-level readers, but I felt
slightly limited in having to maintain consistency among various groups. While they still appeared to enjoy the read aloud, I think they may have
enjoyed working with a book at a much higher reading level.
 Kendall, one of my highest readers, fit in to this category. In fact, while she enjoyed participating in discussion, she did appear bored
towards the end of the lesson. I wish that I could have implemented one or more of Tuesday through Fridays lessons with Kendalls reading group
to more accurately sense how well or poorly I designed level-specific comprehension lessons. I worked to choose a book that appealed to her
interest in mystery and suspense books and her clever, comical personality. From the Mixed-Up Files of Mrs. Basil E. Frankweiler appears to fall
within the suggested Lexile level for students reading on a fifth grade level of 770L-1080L. I am hopeful that this book may have provided an
engaging opportunity for Kendall to improve upon her comprehension skills via various comprehension strategies. Lastly, I would have thoroughly
enjoyed having the opportunity to practice using the Puppet Pals app with my students to both assess their comprehension skills and observe its
effectiveness.