Grace Boyd

Week-Long Literacy Block Lesson Plans

These lessons are based on Balanced Literacy Instruction and the Guided Reading Group Plan is based on the child in the write
up in the box below and planned for a small group of similar readers.

A second grade student, John, was given a QRI and the results are as follows. John is well within the independent level in levels
PP2, Primer, and 1. There was a 20% drop when he was given the second grade level word list and another 15% drop when moved
to the third grade level. He consistently received almost the exact same percentages for recognition of the words flashed and the
words untimed. This shows that his word recognition of what he knows is fairly fast, but if he cannot recognize a word, he also
does not have the strategies to figure it out. His ability to read words in context was very high at the first, second, and third grade
level. His comprehension was also within the independent range for first and second, but dropped to 63% by third grade. His rate
of reading showed the same trend, dropping by almost 40 words between second and third grade. For this reason, even though his
word in context recognition was very high, his instructional level is late second grade because he still needs guidance on
comprehension transitioning from these levels. Overall, his independent level is first grade, his instructional level is late second
Whole Group (approximately 20-30 minutes daily)
Objectives Students will begin to understand and use visualization as a reading comprehension strategy. Students
will explain how illustrations and images contribute to and clarify text by describing a characters traits, feelings, and
actions as presented in a story or poem.

Standards of Learning Visualizing or Making Mental Images

2.8 The student will read and demonstrate comprehension of fictional texts.
e) Describe characters, setting, and important events in fiction and poetry.

Monday Tuesday Wednesday Thursday Friday

Imagination is the - Have students pull - Have any of you - Does anyone know - Have any of you
true magic carpet. out their reading ever peeked through what the main source ever seen a
Norman Vincent Peale journals and flip to a keyhole, or the of entertainment was photograph that one
- Ask students, What the next blank page. peep-hole in a door, before TV? The radio! of your parents or
do you think this Have students put or a cracked door? Many people listened friends took and
quote is saying? the date at the top When you do that, do to the radio all of the wondered what might
What do you think it right of the page. you believe that all time and there were have been
could mean for us - Does anyone that exists is exactly even types of shows happening? Have you
and our classroom? remember what we what you can see? that would come on ever been curious
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Why would I bring talked about When you peeked each week. How about what was right
this up during yesterday? What was into a room, did you could they be shows, outside of the frame
reading? that called? We are stop with what you if there was no screen of the photo? Today
- This week we are going to continue to saw? I know that to watch them on? we are going to
going to start working work on that today. when I peek into our How could people answer these
on a new strategy You can title your classroom I may only understand the questions for a few
that will help us journal page be able to see a stories if they could photographs from my
comprehend and Visualization because straight line from the not see them? (By life.
understand the we will be using it for door to the corner in picturing them in - Split students into
stories we read. Just our activity today. I front of it, however, their minds, through pair and give them a
as our quote said, it am going to read, from what I see sound effects, photo, paper, and
has to do with My Wonderful Aunt (shelves, desks, a through the different markers or pencils.
imagination and it is (Story Three, by pencil sharpener, the distinct voices). - In your pairs, try to
called visualization. Margaret Mahy). corner of a teacher Today we are going to envision what might
This is when we see While I read I will desk) I assume that it listen to one of those be happening here in
pictures in our mind model what I am is a classroom and I old radio shows and the picture and also
of what we hear or visualizing by begin to envision in see what we can get what might exist right
read. pausing and talking my mind what the from it. This show is outside of the shot.
- Read Shapes by about any pictures rest of it might look called Lassie and Draw these ideas on
Shel Silverstien. that come to my like. Have any of you was based on a collie your paper together.
- What do you all mind. As I read I ever done that? You dog who protected - Was it easy or hard
see in this poem? If would like you to can only see a little, and loved her family. to figure out what
you were the sketch what comes to but you envision a lot Every now and then I was happening in the
illustrator, what your mind. After we in your head? Well, will pause it so that picture and outside of
would you draw? are done reading, today we are going to we can talk about it? Why or why not? Is
- Lets start a poster four people who are practice that by what we are seeing in there anything that
with what we see willing to share will discovering our our heads. came up that we
inside our mind from be able to show the classroom through - Have all students need to add to our
this poem. I will read class their sketches the closeup lenses of take our their journal chart?
one line, and then we and explain them. cardboard tubes. and title the page
can have one or two - Did anything new - Give each student a Radio Show
people come up to come up today that cardboard tube and Visualization and
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our poster (magnet it we need to add to have them take out date the top right
to the board) and our anchor chart from their reading journals corner. As we listen I
draw what they saw yesterday? and flip to a new want you to jot down
in that line. page. Title it Tunnel the important events
Afterwards we will Vision and date it. that happen as well
talk about how what - Each of you are as phrases to
our classmates saw, going to pick a describe what you
or visualized, was different spot in the see in your head
different or the same room and either go about what is
as what we visualized there with your tube happening, and even
in our minds. and notebook, or look sketch pictures if you
- Now that we have there from across the want. When we pause
practiced visualizing, room. We are all you can share what
lets make an anchor going to take a 30 you have.
chart so that we dont second look through - Is there anything
forget what we our tubes at that one that came up today
learned today. spot. Then, we are that we need to add
Throughout the week going to draw exactly to our anchor chart?
we will add to it. (and ONLY) what we
What do you think could see inside of a
are some of the most circle. Then, outside
important features of of that circle I would
visualization? like you to draw what
else you think might
be right around that
little spot you saw.
- How do you think
this activity could
relate to reading? Do
you think that we
sometimes read as
though all we have to
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give us information is
the cardboard tube?
When we read we
have to remember
that our minds can
help us fill in the gaps
or fill out the picture
that the author paints
for us to form a
deeper
understanding.
- Is there anything
that came up today
that we need to add
to our chart?

https://www.otrcat.com/p/lassie

Guided Reading

Objectives The students will learn how to make predictions on small segments of a larger fiction text. Through this,
students will see how their predictions reflect their understanding of the story, and they interpretations of different
characters and events.

Standards of Learning
2.8 The student will read and demonstrate comprehension of fictional texts.
a) Make and confirm predictions.
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events in fiction and poetry.
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f) Identify the problem and solution.
g) Identify the main idea.
i) Draw conclusions based on the text.

**Vocab: slanted (1), steamy (3), canopy (3), gloom (4), whirling (4), wade (4), mosses (5), maps (5),
glided (5), personification (6), screeching split (6), bratty (6), hurl (6), personification (6), beckoned (7),
vanished (7), dashed (7), thud (9), personification (9), tremble (9), proof (10)

Monday Tuesday Wednesday Thursday Friday

Prologue and Chapters 3 & 4 of Chapters 5 & 6 of Chapters 7 & 8 of Chapters 9 & 10 of
Chapters 1 & 2 of Afternoon on the Afternoon on the Afternoon on the Afternoon on the
Afternoon on the Amazon (Magic Amazon (Magic Amazon (Magic Amazon (Magic
Amazon (Magic Tree House series). Tree House series). Tree House series). Tree House series).
Tree House series). - Today we are - Point out the words - Point out the words - Point out the words
- Introduce the text really going to mosses, glided, beckoned, vanished, tremble and proof and
by talking about focus on the screeching split, dashed, and thud and ask for definition from
the cover. Ask for characters in the bratty, and hurl and ask for definition from students- discuss
background story. Who are the ask for definition from students- discuss meaning with
knowledge and main characters so students- discuss meaning with examples and try to
predictions (record far? We will make a meaning with examples and try to engage prior
all predictions list now and if you examples and try to engage prior knowledge.
made). Define the decide we have engage prior knowledge. - Review predictions
Amazon together, forgotten anyone knowledge. - Review predictions from the day before.
Ex: Very thick while you are - In todays reading from the day before. - Read chapters 9 and
forest, lots of reading we will add we will see some - Read chapters 7 and 10 independently.
different plants and them to the list examples of 8 independently. Students should read
tress, lots of afterwards. personification. Students should read silently or whisper
different animals, - Point out the words Does anyone know silently or whisper read and may pick
very steamy, canopy, what this means? It read and may pick any spot in the room
rainy/wet/humid. gloom, whirling, and is when an author any spot in the room to do so. When they
Show the Amazon wade and ask for gives human to do so. When they are done they should
Forest on a map. definitions from characteristics, are done they should come back to the
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- Read the chapter students- discuss actions, or come back to the table. Students who
titles and prologue meanings with emotions to an table. Students who finish first may read
together and ask for examples and try to animal or non- finish first may read the chapters again at
more predictions. engage prior living object. While the chapters again at the table.
- Read chapters 1 and knowledge. you read today I the table. - When all students
2 independently. - Review predictions want you to keep - When all students are back, ask if
Students should read from the day before. your eye out for are back, ask if anyone hit any words
silently or whisper - Read chapters 3 and some anyone hit any words they did not know.
read and may pick 4 independently. personification. We they did not know. Ask if they were able
any spot in the room Students should read will discuss it when Ask if they were able to figure out the word
to do so. When they silently or whisper we come back to figure out the word and what strategy
are done they should read and may pick together. and what strategy they used. If they
come back to the any spot in the room - Review predictions they used. If they could not, ask other
table. Students who to do so. When they from the day before. could not, ask other students what
finish first may read are done they should - Read chapters 5 and students what strategies they might
the chapters again at come back to the 6 independently. strategies they might use on the word and
the table. table. Students who Students should read use on the word and discuss these. Ex:
- When all students finish first may read silently or whisper discuss these. Ex: Chunking, Sounding
are back, ask if the chapters again at read and may pick Chunking, Sounding out, Context clues,
anyone hit any words the table. any spot in the room out, Context clues, Pictures.
they did not know. - When all students to do so. When they Pictures. - Okay, now that
Ask if they were able are back, ask if are done they should - We talked about we are finished
to figure out the word anyone hit any words come back to the the main with the book,
and what strategy they did not know. table. Students who characters on what is our final list
they used. If they Ask if they were able finish first may read Tuesday, are there of main characters
could not, ask other to figure out the word the chapters again at any more and side characters
students what and what strategy the table. characters that and what makes
strategies they might they used. If they - When all students have come up that each of them
use on the word and could not, ask other are back, ask if you would now important?
discuss these. Ex: students what anyone hit any words consider main - Many stories
Chunking, Sounding strategies they might they did not know. characters as well? have a pretty clear
out, Context clues, use on the word and Ask if they were able What makes that problem that arises
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Pictures. discuss these. Ex: to figure out the word character so and creates conflict
- Point out the word Chunking, Sounding and what strategy important? Do you and action.
slanted and ask for out, Context clues, they used. If they remember what it However, by the
definition from Pictures. could not, ask other is called when we end of the story a
students- discuss - Is there anyone students what give animals or solution for this
meaning. that you think we strategies they might non-living objects problem is normally
- Ask for more forgot to add to the use on the word and human-like found. What do you
predictions for list? Lets talk discuss these. Ex: characteristics? think the main
tomorrows reading. about them and Chunking, Sounding - Compare problem was in the
decide whether out, Context clues, yesterdays story? How was
they need to be Pictures. predictions to what this solved?
added now. - Did anyone see really happened. Talk - Compare
- Compare an example of about why you yesterdays
yesterdays personification? thought your predictions to what
predictions to what Can you turn to the prediction was going really happened. Talk
really happened. Talk page and tell the to happen and if it about why you
about why you rest of us so that was different, what thought your
thought your we can go there happened to make it prediction was going
prediction was going with you? How did so. to happen and if it
to happen and if it you know it was - Ask for more was different, what
was different, what personification? predictions for happened to make it
happened to make it Did anyone else tomorrows reading so.
so. find a different (record predictions). - Talk about the
- Ask for more example? Talk about why they closure of the book
predictions for - Have students made these and whether the
tomorrows reading turn to pg. 28 and predictions. What predictions they made
(record predictions). reread the passage about the characters, at the beginning were
Talk about why they in bold. Pull up a setting, events, and correct. Did you
made these map and point out authors tone makes find anything in
predictions. What the Amazon River, you think that? this book that you
about the characters, the mountains of felt related to you
setting, events, and Peru, Brazil, and own life? (Siblings,
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authors tone makes the Atlantic Ocean. pets, being scared,
you think that? Define river basin an unlikely
(An area of land where friend/helper) Have
all surface water from any of you been to
rain, melting snow, or a rainforest? Isnt it
ice comes together to a cool how a story
single point at a lower about something
elevation, usually the
that you may have
exit of the basin, where
never done can still
the waters join another
body of water, such as relate to your life?
a river, lake, reservoir,
wetland, sea, or
ocean.)
- Compare
yesterdays
predictions to what
really happened. Talk
about why you
thought your
prediction was going
to happen and if it
was different, what
happened to make it
so.
- Ask for more
predictions for
tomorrows reading
(record predictions).
Talk about why they
made these
predictions. What
about the characters,
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setting, events, and
authors tone makes
you think that?

Independent Reading
Objectives Students will practice the reading and comprehension strategies we have been learning and document
them in their reading journal.

Standards of Learning
2.8 The student will read and demonstrate comprehension of fictional texts.
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
d) Set purpose for reading.
e) Ask and answer questions about what is read.

Monday Tuesday Wednesday Thursday Friday

Teacher will do Teacher will do Teacher will do Teacher will do Teacher will do
individual conferences individual individual individual individual conferences
with students as they conferences with conferences with conferences with with students as they
read and students will students as they read students as they read students as they read read and students will
fill out their reading and students will fill and students will fill and students will fill fill out their reading
logs as/after they out their reading logs out their reading logs out their reading logs logs as/after they
read. as/after they read. as/after they read. as/after they read. read.

Writing

Objectives Students will learn three new ways/formats to generate ideas for writing. Students will also learn
strategies for expanding, organizing, and revising their writing.
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Standards of Learning
2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.

Monday Tuesday Wednesday Thursday Friday

- Read The Important - Read What a When your heads - Minilesson on - Minilesson on
Book by Margaret Wonderful Day to be a full of pictures, they expanding/finding the organization/order of
Wise Brown Cow by Carolyn have to come out. purpose for your writing using one of
- Hand out different Lesser. Bill Maynard writing. my own writing
objects to each - Talk about the - Ask, What do you - Today we are going examples.
student; ex: shell, different structure think this quote is to pick one of our - Have you ever
brush, necklace, coin, that she used for saying? What do you quick writes from walked into your own
carrot, etc. each animal. think this could mean earlier in the week room, or one of your
- Talk about the - Ask students who for us? For writing? and expand on it to friends or siblings,
structure she used for are the different - Ex: When we begin make it into a full when it was really
each object she wrote people and animals in to visualize what we story or passage. Our messy and
about and write a their lives and write read, or collect quick writes are fairly disorganized? How
short model about an these down. Talk images of what short, so does anyone easy was it to find
object. Ask students about the different happens in our lives, have any ideas on things that you
to try to write another places these animals or gather daydreams how we can add to wanted? Did you
page for her book and people exists and and sleeping dreams, them? know where you were
about the object they then write a short in our headwe have - Ex: Write what supposed to walk or
have. model of your own. to let them out! We happens next or what sit? Do you feel more
- Have student - Ask students to have to find ways to happened before; Add comfortable on a
conferences while write their own little express what we have more details into your room like that, or in a
students write, What a wonderful in our minds. Some setting (where it is room that was clean
making sure they are day quick write. people do it through happening and when) and everything
sticking to the core - Have student music and some or your characters seemed to have its
focus of this piece- conferences as they people do it through (emotions, own space?
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what is most write. dance, but many descriptions of life or - Have you ever
important about that - Allow a few students people do it through physical appearance); talked to a very young
object? to share their writing writing. Figure out your child who just seemed
- Have a few students to the class as the - Today we are going purpose for writing to be saying bits of
share their writing at end (voluntary) and to listen to some and mold your story everything? They may
the end (voluntary) get positive feedback instrumental music to that. Is there a repeat parts of their
and get positive from classmates. and write the stories moral? What will the story multiple times
feedback from that we see in our climax be and how before moving on, or
classmates. head, inspired by the will it end?; Who is they may have kept
music. your audience and coming back to say
- Write a model of what would they like the same thing at
what you hear from to know? different points in
the music (try to - Have students their story. Have you
make it something choose on of their ever felt like a small
that you do not think quick writes from child started talking to
a child would want to Monday, Tuesday, or you in the middle of
write so that you do Wednesday and the story and you
not steal their ideas). expand on it. need more
- If a child has a hard - Have conferences as information to
time starting, then I students are writing. actually understand
will offer up a few Bring up the different what they are talking
ideas of what is expansion strategies about? Do you think it
happening and let talked about earlier. is easier to
them choose which understand a small
one of those they child who tells a story
hear/see the most to like this, or an older
write on. child or adult who can
- Have a few students clearly explain
share what they everything they
wrote to the class mean? Sometimes
(voluntary) and get when we write, even
positive feedback. though we have lots
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of creative ideas and
intelligent facts to
share, we end up
sounding more like
the child than the
adult. Our reader may
feel like they have
jumped into the
middle of a story and
that some situations
or characters were
never fully explained
to them. Or they may
feel like the story
repeats itself without
taking them anywhere
new. These are not
the type of writers we
want to be. We want
to write stories that
make people feel
comfortable and
where everything
seems to have its
perfect place, like the
clean room we talked
about earlier. I am
going to read this
little story I have
written to you. When I
am done I want you
all to tell me if it all
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makes sense or if
there is anything I
need to move, get rid
of, or add to my story.
Then we will cut my
story into its
individual sentences
and put them back
together just as you
say.
- Do you see how the
story we created is
fuller and makes more
sense than what I
started with? We are
now going to do the
same thing with the
stories that you all
started yesterday.
- Have students cut
up their stories into
sentences and
paste/add to them.
- Hold conferences
with students while
they are re-arranging
and extending their
writings.
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Word Study

This lesson plan is for a word study group based on the assessment of the child below and for other students with this similar
stage in development.

This student is in the very early Within Word Stage. He is just transitioning from Late Letter Name because he is pretty
accurate with short vowels, diagraphs, and blends, but could use a little work to completely solidify these. For example,
he confused one short e with an a. However, he needs a lot of instruction on common long vowelsthe very first skill
of the Within Word Stage. He only used rules for one long vowel pattern; ai in wait.
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Objectives for week The students will be able to distinguish between short and long o vowel words; specifically
focusing on CVCe words. The students will be able to spell CVCe words correctly by the end of the week.

Standards of Learning
2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.
2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant
blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel
patterns to decode and spell words.

Monday Tuesday Wednesday Thursday Friday

Introduce Word Sort
- While the students are
still in their seats I will
announce which
reading groups are
going to which stations.
I will then play a song.
While the song is
playing, students will
gather what supplies
they need for their
stations and walk to
them. The students for
my group will not need
to bring any supplies
today. I will ring a
bellhop-style bell when
the station time is up
and announce where
students need to move.
The next time students
will transition without
the song.
- I will hand out the sort
Write Sorts in Blind Sort in Pairs Word Hunts Assessment Game
Notebooks
- Students will transition - Students will transition - Students will transition - Students will transition
from seats to station, from seats to station, from seats to station, from seats to station,
and station to station, and station to station, and station to station, and station to station,
the same way as the same way as the same way as the same way as
Monday. Today they will Monday. Today they will Monday. Today they will Monday. Students will
need to gather their need to gather their need to gather a pencil not need any materials
word sort cups, a pencil, word sort cups. and their word sort today.
and their word sort - Students will be asked notebook. - Students will be given
notebook. to choose a partner and - Students will be asked a paper with the flower
- Students will come to choose somewhere in to choose a partner and on it and the second
a rainbow table and sort the room to sort search the room for word sort. This sort will
their words together. They will be words that fit into the already be cut into
independently. I will able to sit at open categories we have pieces and kept in a
watch and offer desks or open spaces been working with all Ziploc bag. I will explain
assistance as needed. on the floor. Once there, week. They can use any the game and then the
One they finish, they one person will call out books, posters, and students will be asked
will identify their a word and the other print they can find. to get into pairs and
categories and then will tell them where to When they find a word, allowed to choose
read the words to me. put it down, creating they will be asked to somewhere in the room
- Next, students will categories. I will walk add it to their to play. I will walk
write the words in their around as they work, categories written down around while students
categories in their asking questions about during school on are playing and I will
notebooks. their sorting and Tuesday. also collect the flowers
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for the students to cut. checking their at the end.
Each sort will have lines categories. Once one - The flower game is
of different color person sorts all of the played similar to Go
markers on the back so words, they switch Fish. Each player is
that each set can be roles. given five words and
kept together even the rest are set face-
when cut. As they cut, down in a pile. The
we will go over the dealer goes first and
words together and tries to find a set of
address the meanings cards that rhyme in
of any words they do their hand. If they do
not know. not have one, then they
-We will then look at ask the second player
one set in the middle for a card that rhymes.
and do an open sort If the player does not
together, making and have one, then they
re-making categories. draw one from the pile.
We will talk about how When one player gets a
and why they make the pair, they write the pair
categories they do. down inside one of the
-The students will then flower petals. A player
sort in pairs with their wins by filling up all of
own sets at the table the petals first. If a
while I listen and assist. HW- Write words into player can figure out
- I will then give the HW- Write words into categories as someone the two oddball cards
students little plastic new categories that you HW- Do a blind sort calls them out. Use the and make them a pair
containers with their create. There are no with someone at home categories we made at then they get an extra
names on top to keep wrong categories! just like we did at school. petal.
their words in. Look for any similarities school.
you can see or hear. HW- Hunt for more
HW- Sort the words at words that fit the
home in the same categories and add
categories as we did at them to your lists in
school. your notebook. Use
books, magazines,
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cereal boxes- anything
you can find!

DAILY USE WORD SET

lock home odd

move crop note
shot hose gone
vote some joke
knob smoke slot
hope coke shock
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slope clock chop

hop slop love
FLOWER CARD GAME WORD SET

lock home vote

clock hose note
shot some joke
slot love smoke
hope chop shock
slope crop block
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hop code odd

slop mode cod
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NOTEBOOK PAGE EXAMPLE

Short O- Lock Long O- Home Oddball Words- Gone

lock home gone

clock slope some

odd note move

crop hose love

shot vote

shock joke

knob smoke

slot hope

hop choke

slop

chop