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After completing the QRI assessment on a third grade student, Rozana, a great deal of information was collected to better understand her needs when it
comes to reading. Looking at her word recognition in isolation, she was able to recognize 95% at a first grade level, 90% at a second grade level, and 60%
at a third grade level. Analyzing this data, Rozanas instructional level falls at a second grade level. It can be noted that her frustration level is at a third
grade level. Accordingly, Rozana can be classified as a transitional reader.
Moving to Rozanas word recognition in context, her independent level falls at a first grade level. At a first grade level, she is able to recognize 98% of the
words in context. Her comprehension at this level is 83% and her reading rate is 98 words per minute (WPM). Rozanas instructional level falls at a
second grade level, as she was able to recognize 96% of the words in context. Her comprehension at a second grade level is 66% and her reading rate is 78
WPM. Her frustration level is at a third grade level. Although Rozana is still able to recognize 95% of the words in context, her comprehension falls to
50%. Her reading rate is 70 WPM. Despite Rozana being able to recognize 95% of the words in context at a third grade level, her comprehension level at a
second grade level seems to be a trouble area that needs more instructional assistance, making her instructional level fall at a second grade level overall.
Friday
Poem: Want to Feed a
Dragon By: Kimber
Krochmal
Teach/Model
During this time, it will be
noted how the class has read
fictional texts over the week
and asked questions along
the way. The students will
then be informed that today
they will be looking at a
poem, which is different
Practice
The kids will turn to their
elbow partner and write
down any questions that
they had while the book was
being read. As the pairs are
writing down the questions,
the teacher will come
around and talk with
different students about the
questions.
Share
Once the students have
written their questions, they
will share them with the
class. As a class, the
students will try to see if any
of the questions can be
answered using the text to
support. To wrap up, the
teacher will introduce the
idea that some questions
can be answered directly
from the text and other
questions cannot be found
within the text. The
students will be told that
they will be learning more
about this tomorrow.
and red.
Red- I wonder why, why
would, how could, why do
you think, etc.
Yellow- What were the
effects, what were some,
what was similar about,
what factors caused, etc.
Green- Who, what when,
how, where, etc.
From this, the children will
be asked to think of
questions as the book is
read to the class.
Practice
The students will write any
additional questions that
they had within the same
group as yesterday. These
questions will be put up on
the chart with the others.
(This time will be shorter
today to provide a longer
time to share)
Practice
The students will come
together in groups of three
and think of any questions
that they had while reading.
The teacher will confer with
the groups at this time.
Share
This time will be longer on
this day, as the students will
go back and review the
questions from both days.
As a class, the teacher will
pull a few examples from
each color for the students
to go back and try to find the
answers. During this time, it
will become clearer how
questions on the red level
cannot be found directly in
the text whereas questions
on the green and yellow
levels can be found within
the text.
Practice
Turning to their elbow
partner, the pair will each
receive a copy of the poem.
Together they will reread
the poem and write down
any questions that come to
mind. They will also write
which level the question
falls under, red, yellow, or
green. Then, the pair of
students will join another
pair and see if the group can
answer each others
questions using the text.
At this time, the teacher will
come around and observe
the students and help if
needed.
Share
The students will have a
chance to put their
questions on the according
color (red, yellow, or green).
It will be noted that they will
be going over these
questions tomorrow when
the book is finished.
Share
Students will be able to
share their findings with the
class at this time. The
teacher will also summarize
how thinking of questions
and finding the answers
using the text is a good
technique for good readers.
Standards of Learning
3.5: The student will read and demonstrate comprehension of fictional text and poetry
f) Ask and answer questions about what is read
k) Use reading strategies to monitor comprehension throughout the reading process
Monday
Tuesday
Wednesday
Book: Marty Frye, Private
Book: Marty Frye, Private
Book: Marty Frye, Private
Eye (By: Janet Tashjian)
Eye (By: Janet Tashjian)
Eye (By: Janet Tashjian)
Chapter One, until page
Finish Chapter One
Chapter Two (as much as
sixteen
they can in allotted time)
Before
Before
Similarly to Tuesday, the
Before
The book will be introduced children will be refreshed
The children will each share
to the small group and a
about the book and the idea another question that they
purpose will be set for
of asking questions using
asked from a post-it note.
reading this specific text.
thinking stems. The
The children will be
The teacher will also make
students will quickly talk
prompted at this time to
the connection to the whole about what has happened so really try and think about
group activity done earlier
far in the book and each
asking questions that start
when it comes to asking
share one question they had with the following thinking
questions as the children are about the book thus far. The stems: I wonder why, what
reading. Providing thinking students will individually
do you think, how do you
stems (I wonder, what if,
finish reading chapter one.
think, what would have
why, I dont understand, it
happened if, why do you
confused me, how could) for During
think.
the children to think about
The teacher will continue to
while reading, will help get
help the individuals who
During
them ready for reading.
need it by using prompting.
The teacher will help any
Observations on accuracy
student who may be having
During
and comprehension will also trouble with certain
The children will
be taken at this time.
vocabulary words, etc.
individually read up until
Though the wording of this
page sixteen. During this
After
book is slightly below level,
time, the teacher will help
The children will write any
there are some sentence
provide scaffolds to students additional questions they
structures that may prove to
through prompts when
have about chapter one on
be difficult.
needed. Observations on
the post-it notes.
accuracy while students are
After
reading are also taken.
The children will write
down questions that came to
Thursday
Book: Marty Frye, Private
Eye (By: Janet Tashjian)
Chapter Three (as much as
they can in allotted time)
Before
The same structure will be
followed from Wednesdays
lesson. The teacher will
touch again on the more
advanced thinking stems
that the children should be
thinking of while reading.
During
The teacher will continue to
help students with tricky
sentence structures and any
possible vocabulary.
Observations on fluency and
accuracy will be taken at
this time as well.
After
The children will write
down any final questions
they thought of while
reading the final chapter.
Each question will be
written on a post-it note and
saved for Fridays lesson.
Friday
Book: Marty Frye, Private
Eye (By: Janet Tashjian)
The children are not
necessarily going to read the
text today, but they are
going to read over the
questions that they wrote
down throughout the week.
Before
The children will be told
that they are going to reread
their questions that they
wrote down throughout the
week. While they are doing
this, they are going to be
thinking about which
category each question falls
under.
Red- I wonder why, what do
you think, how do you think,
what would have happened
if, etc.
Yellow- What were the
effects, what factors caused,
what changes, what were
the differences, etc.
Green- Who, what, where,
when, how, etc.
During
The teacher will assess
through observation the
After
When the children are done
reading, they will
individually write their
questions on post-it notes
and stick them in their book.
These questions will be
addressed later on in the
week.
childrens understanding of
the different types of
questions that can be asked.
Any assistance will be
provided if necessary.
After
The children will put the
post-it notes up on a
stoplight (poster) according
to which color question it is.
As a small group, the
students will assess each
question and determine if
the questions are in the
correct color.
HomeworkNo homework!
Independent Reading:
Objectives
The students will select an appropriate book and work on reading it throughout the week
While reading, the students will use the context of the book to clarify any unfamiliar words
Standards of Learning
3.4: The student will expand vocabulary when reading
c) Apply meaning clues, language structure, and phonetic strategies
d) Use context to clarify meaning of unfamiliar words
Monday - Friday
The students will be able to select any book that they want from the class library to read during independent reading. During this time, the students will
be given the chance to read texts that are at their independent instructional level. By doing so, they will be able to read independently but are still able to
practice key skills that are needed to read books on a higher instructional level. While the children are reading, the teacher will conference with
individual children to determine if they are using context clues to determine any words that are unknown. This is also a time when children can
demonstrate their fluency and accuracy when reading to the teacher.
Friday
Share
Today, the general format
for writing will be different
as the students will be able
to share their writing with
the class. Each student will
have the opportunity to read
his/her persuasive piece of
writing to the class. To
make this more interesting
to the class, at the end of
each piece of writing the
class will get to vote on
whether they were
convinced if the statement
was true or not. For
example, if the student
wrote that science is the
best subject, how many
students would agree with
him at the end of his
writing? The students will
then get to see how effective
their piece of writing was
when it came to convincing
someone of something.