6.

Rubric READ 636

Week Long Literacy Lesson Plan & Template ​(50 pts)
Purpose
Using your student’s assessment information from the literacy assessment assignment, create a weeklong lesson plan (theme) that
outlines best practices and uses a balanced literacy approach to teaching reading. Using your student’s assessment information, plan
appropriate instruction that includes both your student and others of similar ability. Plan a daily, 120 minute literacy block: whole
group instruction, small group guided reading, independent reading, word study, and writer’s workshop. You will spend
approximately 30 minutes on whole group instruction and the remaining time for small group rotations. During your small group
rotation, you will have an aid or a second teacher.
You will include the two components of the lesson you already taught and then develop a (hypothetical) plan for rest of the week.

Procedures
1.​ ​Review your assessment data and target instructional areas of need.
2.​ ​Plan an individualized instruction lesson plan for your student/students of similar ability.
3.​ ​Teach the lesson to your student or a small group of students.
4.​ ​Write a rationale for your decision-making process supported by the readings in our course.
5.​ ​Include, in the week long lesson plan, the next instructional steps with the student.

Product
A.​ ​Lesson Plan​-use the lesson plan template provided below. If there are any printed materials needed for the lesson please include
those at the end in an appendix. However, try not to use preprinted worksheets.

B.​ ​Reflection​- using 10 or 12-point font, double spaced discuss the following questions:
a.​ ​Make sure your discussion is guided and supported by the readings for this course, include at least 3 citations, and make sure to use
a pseudonym when discussing your student.
​i.​ ​Describe your student (age, grade, other observations).

​ii.​ ​How did you determine the focus of the lesson? Include the assessment(s) results to support your discussion.

​iii.​ ​What were your goals for each component of the literacy diet?
 ​iv.​ ​ How is your lesson grounded by either the foundation blocks or standards of learning?
​v.​ ​Were the instructional objectives/standards met? How do you know students learned what was intended?

​vi.​ ​Was the student productively engaged? How do you know?

​vii.​ ​What were you most anxious about or what concerns did you have before teaching this lesson and why?

​viii.​ ​If you had the opportunity to teach the lesson again, would you do anything differently? What? Why?

​ix.​ ​What do you anticipate as the next steps after this lesson?

Submit your lesson plan, reflection, and rubric with your self-evaluation score completed as ​one document ​by 11:59pm on the due date via Canvas​.
Literacy Week Long Lesson Plan Template
Your Name:​ Jaclyn Fulk
Grade Level: 3rd
Standard(s): Listed below above each section
Objective(s): Listed below above each section
Setting/time of year: Late Middle of the Year
Instructional Reading Level: Intermediate
Word study level: Within Word

Part 1: Background
Provide a narrative and explain where are you in your unit and what have you taught previously. How will that connect with what you will teach this week? This
is where you will provide a context for understanding how this week fits into a larger plan.
​We are over halfway through the year. At this point the student’s have been exposed to all aspects of the literacy diet and we are now
working on applying them on a more regular basis instead of teaching them brand new for the first time. After this we will move onto
reviewing and applying summarizing and inferencing.
Part 2: Whole Group Instruction
Objective: At the conclusion of this week students will be able to compose a story that extends the book, Cloudy with a Chance
of Meatballs.
Standard(s): Reading 3.4C-Apply meaning clues, language structure, and phonetic strategies, Reading 3.5C-make confirm or
revise predictions, Reading 3.5i-identify the main idea, Reading 3.5k-use reading strategies to monitor
comprehension.Writing, 3.9D-Write a paragraph on the same topic, Writing 3.9F-include details that elaborate the main idea,
Writing 3.9G-Revise writing, Writing 3.10-Edit for correct grammar and punctuation.
Describe how you will use your 30-45-minute block to teach whole group instruction, which should include vocabulary, comprehension, and writing. If the
majority of students that you teach are emergent or beginning readers, you will need to incorporate some fluency, COW, and phonological awareness elements
to your instruction here as well. Remember that transitional readers also require some fluency instruction as well.

Monday or Tuesday or Wednesday or Thursday or Friday or Day 5

Day 1 Day 2 Day 3 Day 4

Text(s): (Monday-Thursday) Cloudy with A Chance of Meatballs

By: Judi Barrett

(Friday) Pickles to Pittsburgh Cloudy with A Chance of Meatballs 2 Friday

By: Judi Barrett

Comprehension Prediction Prediction Visualize Visualize Prediction and Visualize

Strategies Used:

Briefly describe We will We will use We will re-read Continue We have already read book 1 by this author. With
the take a a story map the book. Talk using the that knowledge have the students work with a
comprehension picture walk as we read. about book to talk shoulder partner to write a brief prediction about
lesson through the Students visualizing about this book. Students can describe or draw a picture
book. Along will stop at while you read. visualization. to go with their prediction.
the way pre- planned What do you What do you
students will points to see? Fill in the hear and
stop and talk about visualize part smell?
make what of the story
predictions happened in map sheet.
about the the
 book as a beginning,
whole class. middle and
end. After
each
stopping
point we
will discuss
our
predictions
for what will
happen next.

Tier 2 Incident Discuss the

Vocabulary Supplied remaining
Served four words.
Prepared
Varied
Frightened
Violent
Temporary
*Only
discuss first
3 words*

Writing After You travel Use the Finish up the Work on your final paper. Remember to remind
flipping back to the visualization rough draft students that a final paper has correct punctuation,
through the town of strategy to beef and peer neat handwriting and correct spelling (to the best
pages of the Chewandsw up your rough review. of their ability).
 book and allow, what draft. What do Have you
only looking do you see? you see and talked about
at the Students describe it in what you see,
pictures will plan a detail so that hear and
describe rough draft your shoulder smell in your
what you and begin partner would paper?
think is working on picture the
going to the rough same thing if
happen in draft of their they read your
this book. story if time description.
permits.

Additional areas
of the diet to
address and how
they will be
addressed:

Part 3: Small Group Word Study Instruction

Objectives: At the conclusion of this week, students will be able to apply the spelling feature into their words correctly.
Standard(s):
Select a feature for instruction and list of words for your student. Connect your word study instruction to your comprehension and writing instruction when
possible (think about writing and reading connections in particular). Note that you have approximately 10-15 minutes per day so make sure that you have the
“right” amount of activities per day for each group.

Your Student’s Group-​Within Word

 Monday or Tuesday or Wednesday or Thursday or Friday or Day 5
Day 1 Day 2 Day 3 Day 4

Features Long “I” in first or second syllable

Word Lists frighten, decide, survive, minus, ninety, describe, rival, delight, divide, advice, crisis, city, invite lightning,
tonight, idol, surprise, machine, combine, slightly, Friday, polite, brightly highway

Briefly Students -Review the -Review the -Speed sort: -Spelling test day. Students will be given 10-20
describe the receive their words and words beat the words on their test with a bonus word.
activity and words for the sort with -Students teacher
lesson week and we students should create a - Students will
talk about the -Have mini story play double
sort. Next, students crazy eights
we go over highlight (WTW pg.
each word their feature 272)
and sort the -Speed sort
words. with a
Students then partner
mix them
 back up and
sort them
themselves,
then copy
their sort into
their
notebooks.
-On the first day students receive their words, we will also review what a syllable is and how to decipher where and when a word is
broken into syllables using clapping and/or head, shoulders, knees and toes.
-For speed sort-students are partnered or in groups of three. One person sorts while the other one times. The student who is sorting
gets two attempts to sort their words as quick as they can. The second person must check the sort. The goal is for the students to
improve on their own time.
-When student’s highlight their sort, make sure for the first few they explain why the highlighted what they did and which category of
the sort it falls under.
-For speed sort-beat the teacher: students must sort and say their words quicker than me. I should hear the students segmenting their
words into syllables while they are sorting.
-Directions and example for mini story are attached.
-Double Crazy Eights Card Game- Taken from WTW page 272. This activity will include words from this weeks sort as well as last
weeks sort to be able to have the correct amount of cards to play.

Part 4: Small Group Fluency, Phonological Awareness, COW, and/or Comprehension: Teacher Directed Guided Reading groups based
upon level of reading)
Objective: At the conclusion of the week, students will be able to interpret the story and re-create it for the class in a readers theatre.
Standard(s): Reading 3.4C-Apply meaning clues, language structure, and phonetic strategies, Reading 3.5C-make confirm or revise
predictions, Reading 3.5i-identify the main idea, Reading 3.5k-use reading strategies to monitor comprehension.Writing, 3.9D-Write a
paragraph on the same topic, Writing 3.9F-include details that elaborate the main idea, Writing 3.9G-Revise writing, Writing 3.10-Edit
for correct grammar and punctuation.
Note that you have approximately 25-30 minutes per group. You need to decide which part(s) of the diet to address here (fluency, phonological awareness, COW,
comprehension) and then plan accordingly, depending on the stage of reader. The organizer has been left blank so you can determine which parts of the diet to
address for each group. Complete the organizer and delete any unnecessary lines.

Your Student’s Group- ​Intermediate

Literacy Diet Monday or Day 1 Tuesday or Wednesday or Thursday or Day 4 Friday or Day 5
Component: Day 2 Day 3

Comprehension By reading the Look at the After reading Read the last We are going to do a
title of our story, title of the chapter 3, draw chapter and make a reader’s theatre and act out
what can we second a picture or story map our story for the rest of the
predict this story chapter. What write a (beginning, middle class. During the reader’s
is going to be can you descriptive and end) of the story theatre. Each student will be
about. Use all of predict it will paragraph of the we read. Be sure to a character with a reading
your context clues happen next in “movie” you see include specifics in part to act out their story.
like we have the story? in your mind. your map because it The teacher will narrate (if
talked about in Remember to What do you will help you with needed). This activity helps
whole group. explain why. visualize as you tomorrow’s activity. work on fluency and
Then we will read Let students are reading? expressive language as well
the first chapter. work with as comprehension during the
their shoulder process of re-writing and
partner. organizing our story.

​Fluency Have students Have students Have students

read the re-read the re-read the second
second second chapter chapter and time
and time them them again before
 chapter and before they they move on to
time them. move on to chapter four.
*Talk about chapter three.
words they
don’t know
how to
pronounce or
words they
don’t
understand.*

Part 5: Independent Work - Reading Workshop - SSR - Conferring

S​ tudents will have approximately 25-30 minutes to work independently. For independent work time, you may include extensions from small group or whole
group instruction, time to read independently (remember that even emergent readers can benefit from rereading books independently), or time to work on
writing. Students may engage in fluency activities with a partner (such as partner reading) or independently during this time (such as recording themselves
reading).
 Monday or Tuesday or Wednesday or Thursday or Friday or
Day 1 Day 2 Day 3 Day 4 Day 5

Lowest Partner read All students All students All students Finish up
Group read silently read silently read silently writing
while I while I while I activities or
conference conference conference read with a
partner.

-​ Partner Read:​ During partner reading students will pair (or be paired) with a student. They are to pick books to read to one another.
I will announce when we are halfway through our reading time, so that students can switch readers if they haven’t done so already.
-During conferences:​ When I’m conferencing with students this week I am asking them to make a prediction about what is happening
in their book and explain what in they are reading in the story to lead them to that prediction.

Week Long Literacy Lesson Plan ​(50 pts)
Assignment Excellent
Criteria 10 points
Whole Group Comprehension​, ​writing​, and
Instruction vocabulary​ activities are clearly
Comprehension, described and meet the needs of
Writing, all students. The activities are
Vocabulary rooted in theories from our
course and reflect best practices
for literacy instruction.
Word Study Activities meet an established
Phonological need in line with the word study
Awareness stage and instructional level for
the group. The plan is detailed,
well thought out, and rooted in
best literacy practices.
Small Group Activities meet an established
Fluency​/ need in line with the diet for the
Comprehension/ reading stage, text choice aligns
Phonological with the activity, and
Awareness instructional reading level for
the group. The plan is detailed,
well thought out, and rooted in
best literacy practices.
6. Rubric
Sufficient, Meets Below Satisfactory Self-Assessment
Requirements 0-7 points
8-9 points
Comprehension, Comprehension, 10
writing, and vocabulary writing, and
activities are vocabulary activities
adequately described are not adequately
and meet the needs of described and/ or do
the students in the not meet the needs of
class. the students in the
class.
Activities meet an Activities are not well 10
established need in line described and/or do
with the word study not meet the needs of
stage and instructional the individual groups.
level for the group.
Activities meet an Activities are not well 9
established need in line described and/or do
with the diet for the not meet the needs of
reading stage, text the instructional
choice aligns with the reading level for the
activity, and group.
instructional reading
level for the group.
Independent Activities meet an established
Work need in line with the diet for
each stage. Activities extend
small or whole group
instruction and provide
opportunity for students to
practice previously taught
skills.
Activities meet an Activities are not 9
established need in line well described and/or
with the diet for each do not meet the needs
stage. Activities extend of the individual
small or whole group groups. Activities are
instruction and provide new rather than
opportunity for provide an extension
students to practice and practice of skills
previously taught already taught.
skills.

5 points 3-4 points 0-2 points 5

Background and An in-depth description of the
Overall background is provided for the
Cohesiveness of week of literacy plans. The plan
the Plan is cohesive across different
aspects of literacy instruction
and demonstrates the
intertwined nature of reading
and writing instruction. When
possible, connections are made
between all elements of the diet.
A short narrative Narrative is
provides a context for incomplete or the
the week . The plan is week of plans.
cohesive across The activities are
different aspects of independent of each
literacy instruction and other and there is no
demonstrates the demonstrated
intertwined nature of interconnectedness of
reading and writing activities or
instruction. cohesiveness of the
plan.

Reflection 2.5 points 1-2 points 0 points 2.5

Includes a thoughtful reflection Includes a somewhat Includes an
describing the lesson, areas for thoughtful reflection incomplete reflection.
growth, strengths, and describing the lesson, Lacks detail in
modifications for future lessons. areas for growth, describing the lesson,
At least 3 citations from the strengths, and areas for growth,
course readings were naturally modifications for strengths, and
woven throughout. future lessons and/or modifications for
lacks detail. future lessons.
 Professional 2.5 points
Language The paper is written in
presentation-style English, with
rules of grammar, agreement,
and punctuation followed.
References are included and
listed using APA formatting
following the body of the paper
on a new page.​ ​The rubric and
completed self-assessment are
included in the paper. Use a
single file when submitted
through canvas.
1-2 points 0 points 2.5
A few minor errors do Errors in the writing
not detract from the detract from the
meaning of the paper meaning of the paper
and a reference page and no reference page
was included to reflect was used nor were
the sources cited in the sources cited in this
paper, using APA style. paper, or a reference
One of the following page was included but
may be missing: rubric no sources were cited
and/or completed in the paper.
self-assessment.

Grade: _48_ out of 50 points

Reflection

When I started discussing the assessments I need to do with my CT, we decided on an “average” third grade student to do them with

so I could get a feel of what that looked like. My CT suggested student KS for my assessments because he was pretty a good students

with average third grade ability and a fun personality. KS seems to put forth enough effort to get by on his assignments but isn’t an

over-achiever. He is very friendly and pretty laid back, overall. He was a very good sport in doing the assessments for me, and I

really appreciated his willingness to be helpful. During his assessments I concluded that he was a within word speller. When I

administered the DSA he got almost 100% in the letter name stage, 17 correct in the within word stage and only got 5 correct in the
syllables and affixes list. From the DSA I determined that he was a within word stage because anything lower would be too easy and

the next stage would be in his frustrational level. However, my CT has him placed in a higher spelling group that what I determined,

so this lesson is based off the words that I was given by my CT. The activities I chose for word study were all chosen to help students

understand syllables and then to help them differentiate which syllable the long “I” sound falls into. Continuous practice will help

this, which is why I chose to make one of their days a game day. This particular game chosen from our Words Their Way book can

incorporate the previous week’s spelling words too, so it is also a good review. KH is a transitional reader on his own, but his

instructructional reading level is intermediate. When I administered the QRI he read the words accurately when reading out loud but

his rate of words per minute were a little lower, at 42, which is really more of a first grade level. His comprehension on the fourth

grade passage was in range for the instructional level at 75. Although I did not give him the third grade reading passage I would infer

that because he was right in the instructional level range for grade 4, that he would likely be a transitional reader on his own.

According to our Words Their Way book reading speed should be at 60 words per minute in first grade and should increase quite a bit

as children move up through the levels (Johnston, Ivernizzi, Juel & Lewis-Wagner, 2009). Because his reading rate is far below the

recommended level, he should continue to read at the transitional reader stage on his own until his reading rate increases. To help with

his fluency and reading speed I incorporated a reader’s theatre into our lesson as well as timed readings to keep checking on his rate

and making sure that it is increasing. Additionally, I have incorporated tier 2 vocabulary in my read aloud to explicity teach to the
students. Doing read alouds in class and explicity teaching tier two vocabulary words help the students understand the meaning and

the context of the word, which will also help them increase their vocabulary (powerpoint from class 5).

Each of my sections has the correlating standards listed above it. I tried to incorporate a writing activity in each part, so I can

assess the students learning. For small group, the readers theatre is a way of assessing if the students read and comprehend what they

read enough to recreate it for the class. I will also be observing the students and using anecdotal notes and checklists while I’m

conferencing with them to assess their learning. I imagine these activities would keep the student engaged because I tried to them

different and engaging. KS definitely enjoyed making his short story for spelling and was quite proud of himself for being able to do

it. He had to read it to me when he was finished and it was a very good story for the time limit he had.

I was anxious about writing this lesson plan because it’s very intimidating to put it all together. I opened the template and

stared at it day after day until I finally started typing in it. However, once I started actually thinking it through and brainstorming

ideas, it came together relatively quickly. I think the biggest challenge is continuing to change things up and continuing to find

activities that engage the students so they don’t get bored by doing the same thing week after week. I’m so glad to have the Words

Their Way book because it really helps break down lessons and gives good ideas on how to incorporate them into the classroom. It is

the textbook that I use the most by far and one that I can see myself continuing to use long after graduation.

Since this lesson is toward the late middle of the year we will continuing reviewing with inferencing and summarizing.
 References
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). ​Words their way: Word study for Phonics, vocabulary, and spelling,

instruction.​Upper Saddle River, N.J: Merrill.

Johnston, F., Invernizzi, M., Juel, C., and Lewis-Wagner, D. (2009). ​Book Buddies: A Tutoring Framework for Struggling Readers,

​ edition.
2nd​
​ ew York: The Guilford Press.
N
 Appendices
Mini Story

Create a mini story with ​6 underlined spelling words​. 3 words must be with the long “i” in the first syllable and 3 words must be
with the long “i”in the second syllable. ​Your story needs to be ​at least 5 sentences long​. The story can be silling. Use the question
words to help create the story. See the example to help with the process of planning the story. Write the 6 spelling words you are using
in the spelling word box.

Spelling Words

Long “I” in First Syllable Long “I” in Second Syllable

1. 1.

2. 2.

3. 3.

Sentence Planning Box

1.Who:

2. What:

3. When:

4. Where:

5. Why?:

6 How?:
Sentence Planning Example:
Who (pick a character or characters): Truck and Mule
What (pick what they are doing): the mule needs to be brushed
When (pick what time of day or year it is taking place): in the season of spring
Where (pick a place it is taking place): on the farm
Why (pick why it is taking place): the mule is very furry from his winter coat
How (pick how it is taking place): the truck is going to brush the mule

Spelling Words Box

1. Truck

2. Cute

3. Mule

4. Brush

5. Use

Sample Story:​ ​Mule​ needed help to get rid of his winter coat because it is now Spring. So he asked Mr. ​Truck​ to please brush his fur.
Mr. ​Truck​ said yes. He ​used​ Mule’s favorite ​brush​. Afterwards, ​mule ​looked very ​cute​.

Your Turn :)