Comprehension Weekly Lesson Plans

Name: Abigail Maclin Detective Grade Level: Fourth Grade

Information here should be a summary of what was found on the assessment. Include comprehension strengths/weaknesses.
Based on my assessment, I concluded that comprehension would be the focus of the week. Elmer scored a 5/5 on the concept questions during the
QRI. His answers to the questions were insightful and even reasoned one of his answer with evidence from the text. The question was What does it
mean to be courageous? Elmer answered, Well Biddy told the officer the truth. She was scared but she told him anyways, so I think its kind of like
brave about something specific. He used what he knew about Biddys feelings and how she told the truth even though she was afraid, to make sense
of the word courageous. As we moved on to the retelling of the story, Elmer was very vague. He told me a few major setting points, goals, and
events but he relied heavily on my guidance. Out of the 64 ideas Elmer named 11 of them while retelling the story to me. Moving on to the last set of
comprehension questions, Elmers answers were in very broad terms in relation to the story. I chose comprehension because I wanted to work on
different skills such as, authors message/theme, character traits, cause and effect, problem and solution, and context clues. While he showed one or
two of these skills in the assessment, I believe that he would benefit from improving on these further because he is advancing to a higher reading
level. As he progresses through books, the ideas will begin to advance in understanding. Having these skills and strategies will support him as he
navigates through more complex texts that depend on these skills to understand what message the author is trying to get across to the reader.

Monday: Tuesday: Each Wednesday: Thursday: Sandwich Swap Friday: Super

Detectives of Kindness Energy bus Inferencers
Reading

Topic: What do Topic: Authors Topic: Cause Topic: Problem and solution/ Context clues Topic: Review
good readers do? message/theme and effect, Standards:4.5 Standards:4.5
Detective strategies . Characters. Standards: 4.5 Objectives: The detectives will identify the problem in the story as Objectives:
Objectives: well as the solution based on evidence from the text. Detectives identify
Standards: 4.5 The Standards: 4.5 Detective will Materials: all the
detective will read Objectives: identify the https://www.youtube.com/watch?v=MvEr6FsVoBI characteristics of a
and demonstrate detective will cause and the Chrome books good reader.
comprehension of identify the effect using Detective tools, (highlighter, flashlight, magnify glass, journal) Detectives will
fictional texts, difference evidence from identify the theme
Poster paper
narrative nonfiction between theme the text to of our readings.
texts, and poetry. and main idea. support their Anchor charts Materials:
Detective will ideas. Posted notes Each
Objectives: use evidence Detectives will Writing utensil Kindness by
Detectives will from the text to draw Jacqueline
Identify what describe how conclusions Woodson
strategies good characters and
Activity: Sandwich
readers use in order might feel. predictions Begin by reviewing previous days anchor charts. We will predict swap by
to understand the Detective will based on the what might happen in the book based on the cover. I will ask the Queen Rania
texts they read. draw texts. detectives what they know about problems and solutions. Each The Energy
conclusions student will have a chrome book. They will have the read aloud Bus for kids
Materials: and make Materials: pulled up on the chrome books. Before they begin watching, I will
by: Jon
Inference predictions The Energy tell the detectives to be keep an eye/ear out for problems and
based on Bus for kids solutions in the story. Gordon
bags,
evidence from by: Jon Detective
Detective
the text. Gordon Detectives will fill in the blank with their response, I was absolutely tools,
tools,
Anchor charts sure I would not like _____ but after I tried it, it was_____ (highlighter,
(highlighter,
Materials: Poster paper flashlight,
flashlight, Each Kindness Detective tools After detectives fill in the blanks, we will use that sentence structure magnify
magnify by Jacqueline Journals to further our predictions of the text. glass,
glass, Woodson Posted notes
journal)
journal) Detective tools Writing utensil I will get them to use their prior knowledge about some of the main
Good readers Poster paper
Poster paper Poster paper ideas in this book by asking questions like, What activities do you
poster like to do with your friends? Have you ever been in an argument with Anchor
Posted notes
Poster paper Activity: a friend? Why? How was it solved? charts
Writing
Journals Begin by Posted notes
utensil reviewing Detectives will create before during and after posted notes about this Writing
Activity: previous days book just as the day before. utensil
Activity: I will begin We will begin anchor charts.
this week of lessons todays lesson Theme
We will make As we watch, I will pause periodically to ask questions regarding the
with a reading reviewing the predictions texts. Who are the characters so far? Do any of the pictures remind worksheet
workshop. This good about the book you of somewhere you have been?
workshop will be readers poster. based on the How would you feel if someone made fun of something you
based around the Before reading cover, as well enjoyed? Do you think the characters feel similar?
question, What do the book we Activity: We will
as doing a What is happening so far? Have we discovered a problem? Do we
good readers do? begin by reviewing
are going to picture walk of know the solution yet? What would your solution to this problem be?
The big idea from every anchor chart
make a few pages in When we reach the part in the read aloud video that counts down to
this lesson is for the predictions from that week.
the book. the girls trying each others sandwiches I will pause and ask them to
detectives to The detectives will
based on the On the front of predict what the outcome might be.
identify what ways cover. What pair up and take the
the book is
we can comprehend might the book detective tools and
says the what Detectives will encounter words in the read aloud they may not know
the texts we read. take turns looking
be about? the story is the meaning of. We will use context clues and pictures to interpret
This includes, sol through the books
On a post it about. (A story the meaning. (words: hummus, pita, misunderstood, delicious)
standard 4.5 a-f we have read. They
note, each about staying
will be instructed to
detective will positive and Assessment:
a) Explain the come up with the
write a overcoming The Detective will pick one of the words or phrases and write I know
authors purpose. sentence or two challenges.) what _____ means because the author said_____ or the illustrator theme of our week.
about what The detectives drew_____ in their journal. They will use
b) Describe how they think they will use this evidence from each
the choice of book will be sentence to They will write one problem in the story and the solution to the book to make their
language, setting, about predict what problem. We will create an anchor chart about problems and ideas. They can use
characters, and they think the solutions as well as context clues to make meaning to unfamiliar the anchor charts as
information I will begin story is about. words and phrases based on how they were able to do so while a guide in order to
contributes to the reading the Detectives will reading. do so.
authors purpose. book. I will create before
stop during and Detectives will get in pairs of two. They will go to Assessment:
c) Identify the periodically after posted https://creately.com/app/?tempID=hp2c01jf1&login_type=demo Through questions
main idea. and ask the notes about # and create a Venn Diagram comparing two of the books we such as, What did
detectives this book just have read this week. They should include: main ideas, setting, the authors say or
d) Summarize questions, such as the day character traits (feelings), problem, solution, and theme. Once do in the books we
supporting details. as, Was your before. the groups have completed the diagram they will move to read this week
prediction right another groups chromo book. They will need to figure out which make you think our
e) Identify the so far? Who are After reading two books the other group compared based on what they theme is _____?
problem and the characters the story, included in the Venn Diagram. Was there any
solution. we have been pausing often pictures to help
introduced to to predict and you?
f) Identify sensory so far? discuss cause
words. How do you and effect, the In their journals
think they feel? detectives will they will write a
g) Draw Why? What each be given short paragraph on
conclusions/make might happen a rule from the what they learned
inferences about next? How has book. They through the week
text. the attitude of will be paired and how they will
the characters together. Each use this information
h) Make, confirm, changed? How pair will read as they continue to
or revise do you know the rule in the grow as readers.
predictions. this? book and
discus the As a group we will
i) Identify cause Detectives will cause and the fill out our theme
and effect write on a effect worksheet. This
relationships. different posted regarding that worksheet will put
How is their rule. They their discussions
As well as prediction will each be they had onto
distinguishing similar or given two paper.
different than minutes to
between themes what we have hold the book
and main idea. read so far? and look
How do you through, and
Throughout this feel while we read trying to
week of lessons the read this book? find evidence
reading group will What do you to back up
have an think might their opinion.
overarching theme happen next? Once they
that we will have found it
continue to discuss Once we they will share
in each of the books complete the with the
presented. By book we will group. If they
Friday, the goal of again write on are having
the readers will be a posted note. trouble, the
to identify the They will write other
theme, discuss why about how their detectives can
they believe that is feelings help as well.
that theme, based changed
on what we have throughout the Assessment:
read. (more detail book? and How The detectives
in Friday block) did their will write or
predictions draw in their
This first activity in differ from the journals about
this workshop will start to the each rule. The
be inference bags. finish. writing or
Each detective will drawing must
get a brown bag We will also include, the
with an item in it. discuss based rule and the
The detective will on what we just cause and
have a few minutes read, What effect
to look in their bag might our regarding that
and become theme be for rule.
familiar with the the week?
item. They will be The detectives
instructed not to tell Assessment: will help
anyone or show We will discuss create a poster
anyone the item. these questions based on their
We will go around as a whole understanding
to each bag and ask What big s of cause and
the detective who is ideas or themes effect.
familiar with their do you get
items questions, in from this story?
order to discover In what ways
what is in the bag. did you see the
The idea behind theme of
this is to get the kindness? Do
detectives to see the you have any
importance of further
asking questions questions or
and making inferences?
inferences. Once
The detectives
we have completed
will write in
this, I will ask the
their journal a
detectives why they
quick overview
think we did this?
of what we
How does this
discussed.
relate to reading?
They will write
which good
Next I will ask the
detective
detectives what
strategies they
they know about
used to come to
detectives? What
their
do they do? How
conclusions.
do you think they
solve problems?
On poster
paper we will
Reading books is
write ways
much like being a
detective
detective. We have
readers learn
to predict, make
more about
connections, use
characters in a
prior knowledge,
story as well as
and interpret what
distinguish
the author is
between main
writing.
idea and theme.
Throughout this
The detectives
week, we are going
will be in
to refer to one
another as charge of what
detectives. I will begoes on this
detective Maclin poster paper
and the students with minimal
will be Detective guided
(insert name) Our questions from
job as detectives me when
this week is to use necessary. This
strategies that good anchor chart
readers use in order will allow me
to understand and to assess their
interpret texts we understandings
will read. of characters,
theme, main
On poster paper, we idea, and
will work as group supporting
discussing ways we details.
understand texts.
We will come up Detectives will
with a list of write in their
strategies to make journals
us stronger character traits
detectives of our of either Maya
readings. or Chloe using
or anchor chart
-using context clues as guidance
to figure out They will also
meanings and come up with
unknown words the theme of
the book as
-drawing well as the
conclusion from main idea.
text evidence
They will jot
-predicting down in their
outcomes, event, journals what
and charters actions they believe the
overarching
theme of the
-discovering week might be
themes and main and one reason
ideas why.

-distinguishing I will collect

between theme and their journals at
main idea the end of each
lesson allowing
-answering me to review
questions that are their reflections
not directly given and writing
in the text prompts in
order to assess
-creating mental their
images using understanding
background of the
knowledge and objectives.
clues from the text

-use evidence that

support your ideas

-sentence frames
like

*I infer

*This text/picture
makes me think

* this could
mean

* on page the
author states

The detectives will

be given a short
passage. They will
take their detective
tools and as
partners discover
what the text is
about, main idea-
details-evidence
etc. We will
regroup as a whole
and discuss what
the detectives have
found.

To wrap up this
lesson, they will
write in their
journal a quick
summary of what
they know good
readers do. What
they learned, and
also one thing they
want to strengthen
as an individual
reader.

We will share our

thoughts and I will
do a quick
overview of what
the rest of the week
will look like. I will
tell them their goal
to determine what
our theme is for the
week while we read
different texts
throughout the
week.

We will also use

the Heres what I
am thinking chart.
As we read each
book throughout
the week the
detectives will
write on posted
notes what they are
thinking about the
book before we
read it, during and
after. This will
show the readers
how are
understanding of
books change as we
read them and use
strategies to make
meaning of the text.
We will reflect on
these often to
assess the strategies
they used through
their thinking
process.

Assessment:
I will assess what
they know good
readers do by our
discussions.
I will be able to
look at their
journals and assess
what they have
learned, and also
what they want to
work on. The
discussions we
have and their
conversations will
allow me to see
what they know
about
comprehension
skills.

Technology Integration: On Day 4 the detectives will watch the read aloud on the chrome books. Each video will be started at the same time so that
we can pause periodically and talk about what is happening. In pairs of two they will use the chrome books to create Venn Diagrams comparing two
of the books we read this week, using https://creately.com/app/?tempID=hp2c01jf1&login_type=demo# (Detectives may choose which two they
want to compare.) They should include: main ideas, setting, character traits (feelings), problem, solution, and theme. Once the groups have completed
the diagram they will move to another groups chromo book. They will need to figure out which two books the other group compared based on what
they included in the Venn Diagram.
Reflection: Out of all the lessons I taught this semester this tied first for my favorite, next to my science lesson. I went in to the lesson excited
because it was a new approach than what the students are not used to for their typical reading groups. I was assigned one of the reading groups for the
week. Typically, the reading groups switch every 25 minutes to either Mrs. Jarrett and the reading specialist, as well as a 25-minute block to work on
their word study. Mrs. Jarrett allowed me to meet with the one group for each session. This gave me ample amount of time to finish everything I had
planned and ensure they were getting the objectives for each day. The students were really excited after the first day. Throughout the week of these
lessons I had a few students make comments about the lessons that even got me excited. One student during science (right before reading groups)
asked, Is science almost over? I really want to go reading groups! Usually this student does not care for reading. It amazed me how excited and
engaged the kids were just by adding a few tools for them to hold while reading. I had another student from another reading group ask me how they
can get into my group because they really wanted to be a detective. The kids looked forward to it every day and were super engaged for the most
part. The one part of this lesson that I would change would be the Energy Bus Book. While this book had a good message, and fit into getting my
objective for that day, the book was extremely long and redundant for one sitting. I was tired of reading it once I got half way through and could see
that I was losing their focus. So instead of continuing and redirecting them back to the book every so page, I shut it. They all looked at me right away
and I told them I wanted them to take what they knew about the book so far and in pairs write the ending to the book. We were focusing on cause and
effect that day so they were instructed to think about all of the things that happened up to the page we read and gear their stories around the cause and
create and effect. The students went off with their detective notebooks, a few tools of their choice, and got to work. The last day was probably the
hardest. The kids had their Friday energy as well as excitement for their badges. I promised them on Monday if they could stay on task throughout
the week and demonstrate what a good reader does, they will each earn their official detective badges on Friday. They were most concerned about
getting that badge so they had little focus on wrapping up the week. If I were to do this again, I wouldnt tell them on Monday, instead, surprise them
the last day.
I think this lesson would also be more effective if we spent more time on each objective. Instead of having a new strategy for being a good
reader each day, they would be more spaced out. Most of the strategies that we covered, they have already been introduces to, but if this were their
first time seeing it, then they would need more instruction behind each. Overall, I believe this lesson went well. They enjoyed watching one of the
books on the chrome books to switch it up a bit. I liked this particular read aloud because the illustrations were not just the pages of the book but
almost like a short film. It followed the book word for word, which was also helpful when they used the book later in the Venn diagrams.