Lesson Plans

Name: Liz Light

Ruby is a second grade student, who is a Within Word speller.
Ruby was assessed on words in isolation starting at the Pre-Primer 2 level. She had 95% accuracy, at the Independent level, on flashed words in this
category, so she moved on to the Primer level. Ruby had 80% accuracy at the Primer level, which puts her at the Instructional level. Finally, Ruby did the Level 1
list and she had 45% accuracy on the flashed words, and had begun to seem frustrated. From this assessment, it was clear that the same three levels should be
used for the words in context assessments.
On the words in context, Ruby began on the Pre-Primer 3 narrative, Lost and Found, with a rate of 78 words per minute and 100% comprehension. On
the Primer story, The Pig Who Learned to Read, Ruby read with a rate of 56 words per minute and had a comprehension score of 33.3%. Ruby wanted to do the
last story, so she continued on to the Level 1 narrative, The Surprise. On this narrative she read with a rate of 49 words per minute, and also had 33.3%
comprehension. For both of the last two narratives, Ruby had to look back to get most of the answers for the comprehension questions, so it is clear that she
needs help with comprehension. Her rate of 78-49 words per minute is acceptable (According to the chart on the back of the QRI summary sheet) for a student in
2nd grade, but she seems to fall in the lower end of that spectrum.
Ruby is at the independent level for the Pre-Primer 2/3 texts as she had perfect comprehension for this narrative, and got almost all of the flashed words
correct in the words with isolation assessment. She is at the instructional level for Primer texts as she got 80% of the flashed words correct from words in
isolation, and her comprehension of this level narrative dropped dramatically. Rubys frustration level is at Level 1 as she got less than half of the flashed words
correct, and had consistently poor comprehension for this text.

Whole Group (Theme: Careers) (approximately 20-30 minutes daily)

Objectives
-The students will work on inferences and predictions.
-The students will demonstrate their ability to answer comprehension questions.
-The students will recognize new vocabulary that is discussed in the texts.
Standards of LearningEnglish

-2.2-The student will increase listening and speaking vocabularies.

a) The student will use vocabulary from other content areas.
-2.3-The student will use oral language for different purposes (ex. To respond)
b) Participate as a contributor in a group.
Monday-Teacher

Tuesday-Doctor

-Start the unit by asking

the students to think of
different jobs that they
have heard of or are
interested in and keep
a list.

-Hand out the charts to -Hand out the charts to -Hand out the charts to -Hand out the charts to
the students.
the students.
the students.
the students.

-Hand out chart of all

the different
professions to be
looked at throughout
the week (attached).
Have the students
write down what they
want to be when they
grow up.
-Ask students to write
down what they know
about being a
teacher, or any
questions that they
may have.
-Introduce the book
Thank you, Mr. Falker
by: Patricia Polacco.

-Ask the students to

share anything they
know about being a
doctor with the class.
Ask discussion
questions. Who has
been to the doctor
before?
-Have the students
write down what they
know about being a
doctor in their chart,
with any questions that
they may have.
-Introduce the book A
Day in the Life of a
Doctor by: Heather
Adamson, and discuss
a few vocabulary
words (ex. Scrubs,
scale, prescription)

Wednesday-Farmer

-Ask the students to

share anything they
know about being a
farmer. Have any of
them been to a farm?
Do they know a
farmer? Are there
different kinds of
farmers? What kinds of
animals live on farms?
-Have the students
write down what they
know about Farmers,
or anything that they
want to know about
being a Farmer.
Introduce the book
The Farmer by: Mark
Ludy. Discuss
appropriate
vocabulary pertaining
to the book and being

Thursday-Chef

-Ask the students

where a chef works.
What does a chef do?
Are there different
types of chefs? Has
anyone seen anything
in the world around
them about chefs (Ex.
On TV)

Friday-Firefighter

-Ask the students what

a firefighter does. Has
anyone ever met a
firefighter? Do we
need firefighters to be
safe? What else do
they know about
firefighters?

-Have the students

write down what they
know about chefs, or
anything that they
would still like to know
about being a chef.

-Have the students

write down something
that they already know
about firefighters, as
well as anything else
that they may want to
know.

-Introduce the book

The Best Chef in
Second Grade by:
Katharine Kenah. Bring
up key vocabulary
words from the story
and with regard to

- Introduce the book, A

Day in the Life of a
Firefighter by: Heather
Adamson. Discuss
pertinent vocabulary
(ex. Fire, fire truck,
extinguish, save)

-Go over vocabulary

words: twilight,
stumbling, cunning,
and elegant.
-Read the story to the
students.
-Ask students to recall
anything that surprised
them from the story,
and to discuss what
they learned. The
students should then
write down something
that they learned from
the story, and one
vocabulary word to
remember.
-Collect the charts to
respond to questions.

-Read the story to the

students.

a farmer (ex. Tractor,

barn, cow).

-Ask students as a
group to recall
something that they
learned from this story,
or something that
surprised them about
being a doctor. Have
them add one new
word that they
learned.

-Read the story to the

students

-Collect the charts to

respond to questions.

-Ask the students to

discuss anything that
they learned from
reading this book.
What stood out to
them? Have the
students write down
one vocabulary word
that they would like to
remember.
-Collect the charts to
respond to questions.

being a chef in
general (ex. Cook,
bake, spatula, mix).
-Read the story to the
students
-Ask the students to
discuss anything that
they learned from this
story about being a
chef. Can anyone be
a chef (at any age)?
Ask the students to
write down one
vocabulary word that
they would like to
remember.
-Collect the charts to
respond to questions.

- Read the story to the

students.
-Ask the students to
discuss anything that
they learned from the
story about being a
firefighter. Does this
sound like an easy
job? Ask the students
to write down one
vocabulary word that
they learned.
-Have the students
write in the space
provided what they
want to be when they
grow up now. Did any
of them choose a
different profession
after learning about
them?

Guided Reading (approximately 15-25 minutes daily for each group)

Objectives
-The students will work on comprehension.
Standards of Learning
-2.8 The student will read and demonstrate comprehension of fictional texts.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.

Monday

Tuesday

Wednesday

Thursday

Friday

Before: Introduce the

book The Very Busy
Spider by Eric Carle.
Do a picture walk
through the book. Ask
the students what they
think is going to
happen. Discuss words
that the students might
not know such as silky,
thread, spinning,
bleated, grunted, and
busy.

Before: Have each

student in the group
share his or her
drawing that he or she
did for homework the
previous night. They
should explain what is
happening in their
drawing.

Before: Ask the

students how they felt
reading the story to
their family member
the night before. Was
it easy for them to
remember the words?
Did their family
member enjoy the
story?

Before: Have the

students share one
thing that they would
have included in their
book box and why.
They may share the
item that they think is
most important to the
story, or an item that
they think nobody else
has in their list.

Before: Have each

student share what
animal they would
add to the story. They
should say why the
animal asks the spider
to do what it does,
and why the spider
would say no.

During: On this day,

the read aloud will
take place with
participation from the
During: Read the story students in the form of
aloud, and provide
choral reading. First,
each child with a copy ask the students if they
of the text with which
have any questions or

During: The teacher will

read the book to the
students while they
follow along in their
own. The teacher
should ask the students
to pay close attention

During: Each student in

the group will get to
read the page of one
of the animals, sort of
like readers theatre.
Ask each student, if

During: Try to piece

together the story on
the board. Ask the
students what is the
first thing to happen in
the story. Then ask
them which animal
came first, and what it

to follow along. After

the horse is introduced,
ask the children why
they think that the
spider did not answer
him. Why did the
spider actually not
answer him? Ask these
questions for several of
the animals
sporadically, such as
the goat and the dog.
At the end of the
book, ask the students
why the spider does
not answer the owl?
After: Ask the children
if they have ever had
a busy day like the
spider. Ask each child
in the group to name
one animal that they
remember from the
story (preferably, each
child will get to name
a different animal).
Ask them what the
spider has been doing
through the whole
story.

if they are unsure of a

word in the story, and
provide guidance if
necessary. The
teacher should then
read along with the
students, while listening
for any who may be
struggling. Read the
book the whole way
through.
After: Ask the students
if they noticed
anything new while
reading the story for
the second time. Does
anyone know why the
spider is spinning her
web? Allow the
students to look back
through their books
while answering these
questions. Ask each
student to name an
animal from the story,
as well as what that
animal asks the spider
to do.

to what each animal

wants the spider to do.
After: The teacher will
present a prepared
book box for this story.
In the box will be a
spider figure, a thread,
an owl, and several
animals from the story
(enough that there is
one item per child).
Have each student
come up and choose
an item from the box.
They should then take
turns sharing why that
item is important, or
how it relates to the
story they have read.
If they do not know,
they can look back to
the story for reference.

the spider was not

making a web, why
else might the spider
say no to what the
animal wants it to do?
After each student
gets to read for one
animal, either the
teacher can resume
reading the rest of the
book, or a student
may get to read for
two animals.
After: Ask each
student a question
such as:
Who wanted to eat
some grass with the
spider?
Who wanted to run in
the meadow with the
spider?
Who wanted to roll in
the mud with the
spider?
Who caught the fly?
Why did the spider
ignore the owl?
Each student should
get the chance to
answer one question,
and should be
answering the

wanted the spider to

do. They should try to
list all of the animals
that they can in the
correct order. Then,
ask how the story ends.
The students may talk
with each other to try
to piece the story
together, but they may
not look at their books.
Once the story is
complete, the teacher
will read the actual
story aloud to
compare it to the story
the students retold
together.
After: Ask the students
(if they got some
wrong) why they
forgot what they did.
If they got the whole
story pretty much right,
ask how they
remembered the
animals. Ask what it
was easiest for them to
remember. Did they
remember the animal
that they got to read
for? Was it easy to
remember what each

Homework- Each
student should draw a
picture of something
that they remember
happening in the story,
or of their favorite part
of the story. The
student may look at
their book while they
create their drawing,
but should no copy the
illustrations from the
book.

Homework-Each
student should read
the story aloud to a
family member, and
have them sign off that
they have done so.

Homework-Each
student should make a
list of what they would
include in their book
box and why. They
should choose five
items to represent their
story.

questions without using

their books.
Homework- Each
student should come
up with an animal that
was not in the story,
and think of something
that it might want to
do with the spider.

animal wanted to do?

HomeworkNone!! The students
could share a retelling
of the story with their
family if they like.

Independent Reading
Objectives
-The students will select appropriate books for their reading level to explore.
-The student will spend the duration of the time reading. (They may choose more than one book if they finish the first one)
Standards of Learning
-2.6 The student will use semantic clues and syntax to expand vocabulary when reading.
a) Use information in the story to read words
d) Re-read and self correct
-2.8/2.9 The student will read and demonstrate comprehension of fiction/nonfiction texts.
d) Set purpose for reading (exploration, enjoyment)

Monday

Tuesday

Wednesday

Thursday

Friday

-Introduce any new

books that have been
added to the selection
of books that the
students may choose
for independent
reading.
-Allow the students 5
minutes to browse the
books and do picture
walks before selecting
one to look at for the
day.

-Allow the students 3-5

minutes to browse the
books before selecting
one to look at for the
day. If they did not
finish the book that
they were looking at
the day before, they
may choose that one
again.
-Walk around to check
that the students have
chosen appropriate
books for themselves.

-Allow the students 3-5

minutes to browse the
books before selecting
one to look at for the
day. If they did not
finish the book that
they were looking at
the day before, they
may choose that one
again.
-Walk around to check
that the students have
chosen appropriate
books for themselves.

-Allow the students 3-5

minutes to browse the
books before selecting
one to look at for the
day. If they did not
finish the book that
they were looking at
the day before, they
may choose that one
again.
-Walk around to check
that the students have
chosen appropriate
books for themselves.

-Allow the students 3-5

minutes to browse the
books before selecting
one to look at for the
day. If they did not
finish the book that
they were looking at
the day before, they
may choose that one
again.
-Walk around to check
that the students have
chosen appropriate
books for themselves.

-Walk around to check

that the students have
chosen appropriate
books for themselves.

-Walk around and

answer questions.
Observe who appears
to be struggling.

-Walk around and

answer questions.
Observe who appears
to be struggling.

-Walk around and

answer questions.
Observe who appears
to be struggling.

-Walk around and

answer questions.
Observe who appears
to be struggling.

-Point out difficult

words to students, and
ask how they figured
them out.

-Ask students why they

chose the book that
they did.

-Ask students one thing

that they learned from
the book they chose.

-Have the students

divide into pairs for the
last 5 minutes of the
time to share what
-Take anecdotal notes. -Take anecdotal notes. they read with a
-Take anecdotal notes.
partner.

-Ask each student

what their favorite
thing that they read
was over the week. If
they read one story,
what was their favorite
part?

-Take anecdotal notes.

-Take anecdotal notes.

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 3040 minutes each day).

Objectives
- The students will write legibly.
- The students will utilize mini-lessons in their independent writing.
- The students will practice different types of writing, and edit their work for correct punctuation and spelling.
Standards of Learning
- 2.11 The students will maintain legible printing.
- 2.12 The students will write stories, letters, and simple explanations.
a) Generate ideas before writing.
d) Revise writing for clarity.
-2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
h) Use correct spelling of commonly used sight words, including compound words and regular plurals.
Monday-Journals

Tuesday-Poems

Wednesday-Letter
Writing

Thursday-Editing

Friday-Sharing

Mini-Lesson (15
minutes):
Talk about what a
Journal is. Journals are
a good tool to use to
document things that
you have done or
would like to
remember. Explain
that students can write
a journal for fun or for
school. Has anyone

Mini-Lesson (15
minutes): Read a
poem to the class
(preferably one with
rhyming). Poems are
stories or ideas that are
composed with a
rhythm, and often
include rhyme. Read
the poem again and
clap along with the
rhythm to help the

Mini-Lesson (15
minutes):
Talk about what a
letter is. There can be
a friendly or personal
letter, one written to a
friend, or a professional
letter, which is more
formal. There are five
different parts to a
letter:
1) Heading (date)

Mini-Lesson (15
minutes): Talk about
what it means to edit
something. Write a
sentence on the board
that has errors in
spelling, capitalization,
and punctuation, and
ask the students to
point them out. Ask
students why they think
it is important to edit

Mini-Lesson (10
minutes): This minilesson will detail the
importance of sharing
ones work. Explain
that the students
should take pride in
what they have
written. Also explain
constructive
feedback. Give
examples of

kept a journal? Why

should you use a
journal? Has anyone
had to write a journal
in school before?
Independent Writing
(20 minutes):
Have the students
independently write a
journal of
approximately 4-6
sentences. Use an
appropriate theme for
things being studied, or
a simple prompt such
as: Describe one thing
that you did this
weekend. The
students may also write
a journal on the topic
of their choosing if it is
approved. Challenge
them to use one of
their word study words
in their journal entry.
The teacher will walk
around the classroom
providing guidance if
necessary.
Sharing (5 minutes):
Have the students
share what they wrote

students understand.
Ask if the students
have written a poem
before? Can a poem
be about anything?
Explain that a poem
needs a title.

2) Greeting (Dear,)
3) Body (the info)
4) Closing (Sincerely,)
5) Signature
Has anyone ever
written a letter? Read
an example of a letter.

Independent Writing
(20 minutes): This may
be a longer time than
the students need, but
this time allows for
them to think through
the rhyme of a poem,
and come up with
rhyming words. Have
each student write
their poem about
themselves, or about
something that they
have done, so that
they have a topic that
is familiar to them. Ask
that they use at least
two pairs of rhyming
words in their poems.
Have them come up
with a title for their
poem. The teacher
will walk around the
classroom assisting the
students with writing
their poems if

Independent Writing
(20 minutes): Ask all of
the students to write a
friendly letter to
someone that they
know. This can be a
friend of theirs or a
family member. Have
all of the parts of the
letter on the board for
the students to
reference while writing.
Have them include all
of the parts of the
letter in their writing.
They may write about
whatever they wish,
but the teacher may
give suggestions and
guidance if the
student needs it.
Sharing (5 minutes):
Have the students
share who they wrote
their letter to, they do

something. Do they
make mistakes
sometimes? Would it
be important to fix
these mistakes before
showing others their
writing? Talk about the
different symbols to
use when editing for
adding capitalization
and punctuation.

constructive feedback
as well as nonexamples. Does
anyone get nervous to
share his or her work?
Has anyone ever
shared what he or she
has written before?

Sharing (30 minutes):

Each student should
take turns coming up
Independent Writing
to the front of the
(20 minutes): Ask the
room, or standing by
students to re-read the their desk, to read their
things that they have
final copy that they
written the last three
edited the day before.
days. They should then After each student
select one of their
shares, the listeners
pieces that they either should be asked if they
like the best, or think
have any compliments
needs the most work,
for the work of their
to edit. After choosing peer. They may also
between their pieces,
offer constructive
they should edit one.
feedback only if they
After editing their work, have any to give.
they should re-write
(Perhaps allow one
their work on a new
compliment and one
piece of paper,
constructive
making all of the
suggestion for each
corrections that they
student who presents.)
found. The teacher
All students should be
should be available to encouraged to share
help, and should
their work, but if a

about with their small

groups. If they
followed the prompt,
have them share what
they did that
weekend. If they
chose their own
prompt, the student
should tell their
classmates what they
have chosen to write
about before sharing.

necessary.
Sharing (5 minutes):
Have the students take
turns reading their
poems aloud to their
table groups. They
should challenge their
classmates to find the
rhyming words that
they used in the
poems.

not have to say

exactly to whom, but
should specify whether
it was to a family
member of friend.
They can then share
one thing that they
told to this person in
their letter.

check in on the
students, asking if they
are finding things to
correct.

particular student is
very uncomfortable
they should not be
forced to do so, or
they could be given
Sharing (5 minutes):
the option of sharing
The students should
their work with a
look at what they have buddy beside them to
edited, and share 2 of make them more
the corrections that
comfortable.
they made to their
original work.

Name:__________________________________ What do you want to be when you grow up?________________________________

Profession

What do you know?

What do you want to know?

What did you learn?

Vocabulary Word to
Remember

Teacher
Doctor
Farmer
Chef
Firefighter

(End of the week) What do you want to be when you grow up?__________________________________________________________