Lesson Plans

Name: Sharon Bae

Summary
I began with the 4th grade level for the word recognition in isolation for Anne, who is in 5 th grade. She got a 90% for the
flashed portion and a 100% for the untimed. Anne got 90% on the 5 th grade level for both flash and untimed; she added an ed
ending to the word attended even when shown the card, but I think this is because she was not paying too close attention to the
first word. She read registration as resignation and also unable to identify the word correctly, but she did not struggle too much
with the 5th grade level. Anne showed that she was at an independent level for both 4 th and 5th grade. She started struggling with
the 6th grade level and scored to be at an instructional level.
She initially got a 75% for the flashed portion but received an 85% for the untimed portion; she was able to correctly
identify the words pyramid and integrity but was unable to identify abolish insistent, and exported. She read the o of abolish as a
long vowel rather than a short vowel, read insistent as instant, ad read evaporated as exported. The last level was upper middle
school, and Anne leveled at the frustration level, receiving a 60% for the flashed and a 65% for the timed. She incorrectly read
infrared, nebula, persecution, persecution, inevitable, nuclear, assimilate, riffling, and oppressed. She later correctly identified
infrared but really struggled to read the other seven words.
I was only able to complete one test for the words recognition in context at her grade level. Annes reading fluency seemed
to be good compared to her classmates and was able to read the text easily. Her reading accuracy was at 98%, which shows she
is at an independent level. Her reading rate was 72 words per minute, which is way below her grade level readings rates.
However, I have observed and listened to Anne reading various times and do not feel that these scores correctly depict her
reading rates. I think that there were a few factors that played a role in the rate of reading. The classroom environment was very
loud, and I feel as if she did not want to return to her desk to complete her other classwork, which is why she might have taken
her time.
Her reading comprehension score was 63% without looking back at the reading and 88% after looking back at the reading.
When I was asking her the reading comprehension questions, she knew the overall information and what the text was about but
had a harder time with the details of the text. She confused some of the details that had to do with the seasons and mixed up the
obstacles that the homesteaders were facing. In class, Anne is usually able to look back at the readings when answering
questions, so I think that caused her to be reliable to having the text for the details. Though some of the details were harder for
her to identify and recall, she still had a good grasp of the overall text.
Anne is at a frustration level without look-backs but is at an instructional level with look-backs. Her reading accuracy score
shows that she is independent with reading in her grade level, but her lower reading comprehensions ability shows that she is in
frustration to instructional level. Annes scores overall show that her reading accuracy and fluency is above grade level, and I

have observed her reading not only accurately but also with expression as well. The results of the testing shows that she has a
basis of comprehension of her grade level but still needs assistance in fully comprehending the story that she is reading.

Whole Group (approximately 20-30 minutes daily)

Objectives
The students will identify the main idea of the story and discuss what the purpose of the story is.
The students will practice reading strategies that focus on reading comprehension.
The students will use before, during, after reading strategies to draw conclusions and make inferences.
The students will discuss in whole group, small, group, and partners about the read aloud or class reading.
Standards of Learning
5.5 READING The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry
c) Describe the development of plot and explain the resolution of conflict(s)
e) Identify and ask questions that clarify various points of views
g) Identify main idea
j) Draw conclusions and make inferences from text
Monday

Tuesday

Wednesday

Thursday

Friday

Read aloud and Class

reading Januarys
Sparrow

Read aloud and Class

reading Januarys
Sparrow

Read aloud and Class

reading Januarys
Sparrow

Read aloud and Class

reading Januarys
Sparrow

Read aloud and Class

reading Januarys
Sparrow

Focus:
- Identify main idea
- Making inferences

Focus:
- Identify main idea
- Making inferences

Focus:
- Making inferences
- Development of
plot

Focus:
- Development of
plot
- Drawing
conclusions

Focus:
- Development of
plot
- Drawing
conclusions

Review: Main idea &

Review: Main idea &

Review: Main idea

Teach/Model (10
min.)

Teach/Model (10

Review: Making
inferences

Vocabulary word:
Inferences and
predictions

min.)
- We will begin by
Teach/Model (10
reviewing what an
min.)
inference is and
- We will begin by
- This lesson is prior
why it is important
reviewing what we
to teaching about
to make inferences
read the previous
the civil war and
and predictions
class in Januarys
slavery.
while reading a
Sparrow and talk
- The students will
story.
about the main
be asked what an
- I will read aloud
ideas that we have
inference is.
pages 6-21.
encountered so far.
- I will define what an
- I will model how to
- I will ask the
inference is and
make an inference
students what their
talk about the
by writing on the
thoughts are about
importance making
board what the
the story so far and
inferences and
class states they
how they feel about
predictions when
know about slavery.
slavery.
After we have
reading a story.
- I will have the
- We will begin by
written a class
students briefly talk
having a class
What I already
in small groups
discussion about
know, I will go
about their
the overarching
back to a section of
thoughts and will
topic of slavery in
the story we
talk as a big group.
the book. This is to
already read and
- We will create a
assess their prior
show a text in the
title that we think is
knowledge and
story that can be
fitting for pages 6bring the class to
used to make an
21 to capture the
the same page.
inference. I will
main idea for that
- I will begin with
then write that text
portion of the story.
having the students
We will as a class
under Words
look at the cover of
think of how the
from the text.
the book and make
plot has developed
Once the text has

making inferences
Vocabulary words:
Plot, introduction,
rising action, climax,
falling action, and
resolution
Teach/Model (10
min.)
- We will look at the
different scenes
that each small
group had stated
for pages 22-42.
- We will review
those scenes.
- I will read pages
43-65.
- While reading
pages 43-65, we
will also pause
during the readings
to make predictions
and inferences of
the story.
- After the story has
been read, we will
as a class come up
with 3 major
scenes from these
pages and add it to
the list of major

making inferences &

drawing conclusions
Teach/Model (10
min.)
- We will review what
plot means and the
five different parts
of the plot
development is.
- We will review
pages 43-65.
- Students will be
able to ask any
questions and will
also be able to
make predictions
and inferences
about what they
think will happen at
the end of the
story.
- I will read pages
66-94.
- While I am reading
the story, I will stop
and ask students to
draw conclusions
about what they
think will happen to
the Crosswhites
family. They will be

predictions about
what they think the
story is going to be
about.
- After predictions
have been made,
we will do a picture
walk of the story,
so the students are
able to have an
overall grasp of
what the story
might be about.

been identified and

written, I will model
the inference that
can be made from
this text, which will
be written under
What I infer.

within from pages

6-21 and how the
plot development
fits under the main
idea.
- I will read pages
22-41.

Practice (10 min.)

Practice (10 min.)
- The students will
- The students will
complete an
do the main idea
inference making
and plot
worksheet. They
development
will be asked to
activity that was
Practice (10 min.)
write down what
modeled for pages
- Students will be
they know before
6-21.
- The students will
given an index card
we begin reading
complete a
to write down
the text.
- I will read the text
worksheet about
questions that they
and have the first
the main idea and
have during the
have the students
plot development
picture walk.
- These questions
listen to the story
with pages 22-41.
- The students will
are to allow for the
and the plot.
- I will then discuss
start by thinking of
teacher to receive a
what that portion of
a title that they
better
the story was about
would like to label
understanding of
in order to answer
for the pages read
what her students
any questions or
in class.
are thinking and
I will project the
misunderstandings
what specific topics
book on a
the students have.
of slavery they
- I will then go back
document camera,
might be unsure of.
to the pages we
so the students are
- The purpose of the

scenes form the

able to briefly
last page.
discuss with a
- I will teach students
partner what they
what the
think and a few will
vocabulary word
share with the
plot is and the five
entire class before
major parts of a
we finish the
plot is. We will
reading.
define those parts
- We will create a
as well and draw a
class plot
visual graph that
development chart
will help the
of Januarys
students see the
Sparrow.
progression of a
Practice (10 min.)
story.
- The students will
look at the class
Practice (10 min.)
plot development
- The students will
of the full story and
be asked to work
will create a
individually to think
drawing for each
about the scenes of
part of the plot
the story and what
development.
they think might fit
- They will look at
into the different
what the
aspects of the
introduction, rising
development of the
action, climax,
plot.
falling action, and
- They will
resolution to the
brainstorm, reflect
plot is.
on the story, and
For each part, they
write a small
will draw a simple
paragraph of the

picture walk is to
help students have
a visual of what
slavery might have
looked like. They
will also be able to
build curiosity as to
what might have
happened in the
story.
- The picture will also
allow the students
to make inferences
of what the story
will be about.
Share (5 min.)
- After the picture
walk, the students
will be able to
share the questions
that they have
written down. This
will also help other
students to hear
their classmates
ideas and thoughts,
which can also
stimulate their
thinking as well.
- Students will also
be able to share

have read and use

a document
camera to show
students the pages.
They will have time
to look at each
page and write a
text that they
would like to use.
Once the students
have written that,
they will make
inference based off
of what they
already knew and
the text that they
chose from the
story.

able to look at each

page and write how
the plot has been
developing.
- Students will take
notes of the
important scenes
that they notice
when they are
reviewing what
happened in the
story through the
document camera.

Share (5 min.)
- The students will
share with a small
group some of the
major scenes they
have taken not of.
Share (5 min.)
- The group will
- Once the class has
come with a
completed this
consensus of 3
worksheet, they will
major scenes that
share with their
they would like to
partners the
share with the
inferences they
class.
made. While they
- Each group will
are sharing, I will
briefly share what
be walking around
their 3 major
and see what
scenes are. (This
inferences the
will be a preface to
students have

plot.
Share (5 min.)
- The students will
share with their
partner what they
wrote and reflected
upon about the
storys
development.
- They will talk about
what scenes have
stood out to them
for the entire story
that has been read
so far.
- I will be walking
around the
classroom and will
be discussing with
the students what
their thoughts are.

picture that
represents the
scene.
- They will write one
sentence that
describes what I
happening in the
scene that they
drew.
Share (5 min.)
- The students will
share in small
groups their
drawings and their
sentences.
- As they are sharing
with their
classmates, I will be
walking around and
listening to each
group share. I will
informally assess
the students
understanding of
the story by looking
at the drawings and
the sentences that
they drew for each
part of the plot
development.
- After all groups

predictions and
inferences based
off of the picture
walk.

made. I will ask

questions and hear
from the students
their thoughts.
- After the partner
discussion, I will
have a few
students share
their inferences
with the class.

the next day where

we will be talking
more about the
different parts of
the plot.)

done sharing, we
will come together
as a class and talk
about the
development of the
plot. We will have a
brief discussion of
the questions they
might have and the
thoughts they
might be having.

Guided Reading (approximately 15-25 minutes daily for each group) (You will be planning just one group for the
week, based on results of the student assessed that would be grouped with other similar readers)
Objectives
The students will identify the main idea of the story and discuss what the purpose of the story is.
The students will describe the characters, their development, and the development of the plot.
The students will practice reading strategies that focus on reading comprehension.
The students will use before, during, after reading strategies to draw conclusions and make inferences.
Standards of Learning
5.5 READING The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry
c) Describe the development of plot and explain the resolution of conflict(s)
e) Identify and ask questions that clarify various points of views
g) Identify main idea
j) Draw conclusions and make inferences from text
***This group will be reading Wonder by R.J. Palacio.***
Monday

Tuesday

Wednesday

Thursday

Friday

Focus:
- Making Inferences
and predictions
- Asking questions
- Points of view
Part 1: August
Before Reading (510 min.)
- We will look at the
front and back book
cover and make
predictions of what
the story might be
about.
- We will look at the
title and also make
predictions about
the story.
- After making
predictions we will
read the provided
synopsis and
discuss about
personal situations
that we might have
faced that are
similar to this.
- I will look at each
part of the book
with the students

Focus:
- Making inferences
and predictions
- Asking questions
- Points of view

Focus:
- Development of the
characters
- Points of view

Focus:
- Development of the
characters
- Points of view

Part 2:

Part 3:

Before Reading (510 min.)

- I will ask the
students to share
the inferences they
made about the
pages that were
read for homework.
- We will discuss that
the point of view
changes for this
part.
- We will make
inferences and
predictions as to
who might be the
narrator for this
part.

Before Reading (510 min.)

- I will ask the
students to share
about the pages
they read. We will
talk about what
happened in those
pages and how saw
the character Via
and Auggie
developing.
- We will talk about
how part 3 is
narrated by
Summer and what
we know about
Summer already.

During Reading (510 min.)

- The students will
independently read
from pages 81-87.
- We will come

During Reading (510 min.)

- The students will
independently read
pages 119-132.
- I will talk to

Focus:
- Development of the
characters
- Development of the
plot
- Points of view

Part 1:
Before Reading (510 min.)
- We will discuss the
passages that were
read for homework.
- Each student will
share one sentence
that summarized
the section.
- I will ask the
students if they
could make any
predictions or
inferences and if
there were any
questions.
During Reading (510 min.)
- We will read pages
37-60 as a group.
- As we are reading,
we will stop and
work on reading

Part 4:
Before Reading (510 min.)
- We will talk about
Part 1- Part 4 (up to
what has been read
for homework). We
will talk about the
characters and how
they are developing
through the text.
- We will talk about
the plot of the
story, and we find
to be the main
ideas from what we
have read.
- The students will
share their two
inferences made.
- We will also talk
about the character
Jack.

and show them

that some parts are
written in the
perspective of
other characters
beside Auggie.
During Reading (510 min.)
- We will read pages.
1-14 as a group.
- As we are reading,
we will stop and
work on reading
comprehension. I
will ask the
students about the
characters and the
plot of the story so
far. I will ask
questions to assess
their understanding
as we are reading.
After Reading (5-10
min.)
- Each part of the
text has multiple
sections within
them. We will look
at each section and
discuss how the
title of that section

comprehension. I
will ask the
students about the
characters and the
plot of the story so
far. I will ask
questions to assess
their understanding
as we are reading.
- We will redefine
what making
inferences and how
we could make it.
- Before moving on
to all the sections,
we will pause and
make inferences
based on the text.
- I will ask the
students if there
were any particular
passages that told
us what the
character was
thinking or that
suggested
anything.
After Reading (5-10
min.)
- We will make an
inference for the

together and
discuss how the
point of view has
changed and how
different it makes
the story.
- I will ask the
students what are
some differences
between Auggies
perspective and his
sister, Vias
perspective.
- We will come
together to read
pages 88-102
After Reading (5-10
min.)
- We will talk about
what kind of
character we see
Auggie to be based
off of his part 1 and
off of what we read
in part 2 from his
sisters
perspective.
- We will talk about
what kind of
character we think
Via is.

students
individually during
this time after they
have gotten to read
some parts of the
story. I will ask the
students about the
new character
summer.
- I will also take
some time to have
each student read
aloud to me while
the other students
are reading.
- I will ask a variety
of questions
depending on the
text that the
students are
reading.
After Reading (5-10
min.)
- We will talk about
the character
Summer and what
new perspective
she might have
brought into the
story. What were
some new things

During Reading (510 min.)

- We will read pages
158-169 as a
group.
- I will ask the
students about the
characters and
what is happening
throughout the
reading. We will
also talk about the
plot development
and make
inferences from the
text we are
reading.
After Reading (5-10
min.)
- At this point of the
reading, we will
look back at each
part and
summarize what
happened in each
section.
- The students will
each receive a post
it note and will give
a title to each part.
- The students will

and the text itself

related.
- I will have each
student give me a
brief explanation of
what happened in
one section.

next few pages that

the students have
to read for
homework.
- We will discuss why
the students made
the inferences they
did and what texts
suggested these
thoughts or ideas.
- This will help me to
informally assess
the students
comprehension of
the story.

we found out about

the other
characters? What
are some
differences in the
way Summer thinks
and acts?
- We will about how
the three different
points of view in
each part gives a
deeper
understanding of all
the characters
thoughts and not
just one characters
thoughts and
feelings.

HomeworkRead pages 15-36

HomeworkRead pages 61-80

HomeworkRead pages 103-117

HomeworkRead pages 134-157

Write one sentence

that summarizes each
section.

Make two inferences

from the pages read
for homework. We will
be discussing your
inferences and
keeping an eye out
for supporting details
throughout the book.

Keep in mind the

character Via and
what part 2 says
about her and Auggie.

Keep in mind the

character Jack.
Make two inferences
from the pages read
for homework. What
are some predictions
that you can make
about the rest of part
4?

also write two facts

that they have
learned about the
characters (the one
who narrates that
part in each part.
- The students will
share their titles
and the two facts
for each part.

HomeworkRead pages 170-185

Independent Reading (Do not really need to plan, but need to know that it fits into your plan each day and that the
teacher will be conferring with students during this time).
Objectives
The student will read a book of their choice that they are able to independently read, will practice using reading
strategies, and will be able to identify the main idea.
Standards of Learning
5.5 READING The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
g) Identify main idea
l) Using reading strategies throughout the reading process to monitor comprehension.
Monday

Tuesday

Wednesday

Thursday

Friday

Students will read a

book of their choice.

Students will read a

book of their choice.

Students will read a

book of their choice.

Students will read a

book of their choice.

Students will read a

book of their choice.

** They are also

allowed to read the
guided reading book
during this time.

The teacher will ask

the students about
the books. (This is to
focus more on the
reading level and to
see whether or not
the students wants to
switch the book they
chose.)

**They are also

allowed to rad the
guided reading book
during this time.

The student and the

teacher will briefly
talk about the
students progress
with the book.

The book must be at

an independent level.
Suggested books
include:
- American Tall Tales
- The Kid Who
Became President
- Sadako and the

Thousand Paper
Crane
- The Lemonade War

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for
approximately 30-40 minutes each day).
Objectives
The students will brainstorm about the central idea of Januarys Sparrow.
The students will write a reflection of their thoughts of Januarys Sparrow.
The students will write questions, predictions, and inferences of Januarys Sparrow.
Standards of Learning
5.7 WRITING The student will write for a variety of purposes: to escribe, to inform, to entertain, to explain, and to
persuade
b) Use a variety of prewriting strategies
c) Organize information to convey a central idea
e) Write multiparagraph compositions

Monday

Tuesday

Wednesday

Thursday

Friday

Focus:
- Identify main idea

Focus:
- Main ideas and
supporting details

Focus:
- Persuasive writing

Focus:
- Persuasive writing

Focus:
- Persuasive writing

Teach/Model (15
min.)
- We will review what
a main idea is and
why it is important

Teach/Model (15
min.)
- We will review what
a persuasive
writing piece is. We

Teach/Model (10
min.)
- Now that the
students have had
practice with

Teach/Model (15
min.)
- The main idea
activity will be
based off of

Teach/Model (15
min.)
- We will review what
a main idea is and

Januarys Sparrow.
why we need to
- The students will
have one when
have a walk
writing a paper. The
through and will be
students will be
informed that the
asked to think back
story is about
to the topic
slavery and
sentence they
specifically about a
wrote for Januarys
slave family fleeing
Sparrow.
from Kentucky.
- We will talk about
- Because we already
what supporting
talked about the
details are and why
main idea of the
they are necessary.
story, we will now
It is important to
use that
know the main idea
information and
of what you would
transfer it into
like to write about,
writing.
but it is also
- The students will
important to have
learn why it is
details that support
important to have a
what the main idea
main idea when
is. This way the
writing. Without
readers or the
having a main or
audience are able
central idea, the
to see your
paper will be
reasoning and have
unorganized and
solid evidence of
hard for the readers
support for this
to understand. If
main idea.
the main idea is
Practice (15 min.)
clearly written, the
- Now that the
audience will have
students have

to have supporting
details for the main
idea.
- The students will
be able to ask
questions or I will
address any
misunderstandings
the students may
have from the
informal
assessment of the
previous day.
- I will then talk to
students about
persuasive writing.
- I will assess their
prior knowledge
and ask What is
persuasive writing?
What are some
examples of
persuasive writing
that we see all
around us?
- I will state that
persuasive writing
is used to persuade
someone. I will also
define what it
means to persuade.
- I will show students

will talk about

examples of
persuasive pieces
and will also talk
about its purpose.
- I will now talk to
the students about
counterarguments
and how someone
with a different
opinion could have
a counterargument.
A counterargument
goes against the
argument you
made, so in your
persuasive piece, a
counterargument
will be argue
against what your
opinion was.
- The students will
learn that it is
important for them
to consider the
counterarguments
that someone
might pose when
they read your
persuasive writing.
- The students will
be given an

persuasive writing,
students will begin
to write a
persuasive piece
about Januarys
Sparrow.
- The class will
discuss the climax
of the story where
the townspeople
and the community
are fighting to have
the Crosswhites
remain as free
people.
- I will review with
the students the
key aspects of a
persuasive writing
and will have a
review over what
we have been
learning for the
past two days.
- I will tell the
students the
prompt of this
writing piece.
Prompt: Do you think
that the Crosswhites
family should have
had to return to

an easier time
following the paper
and seeing the
purpose of the
paper.
Practice (15 min.)
- The students will
practice writing
main ideas by
writing what they
think is the purpose
of Januarys
Sparrow. Students
will be asked to
think about the
main idea that they
see in the story.
- They will be able to
look back at their
notes during the
picture walk and
the questions that
they might have
had. These should
help the students
to write one main
idea that they see
as the purpose of
the story.
- They will have time
to write one to two

started to hear the

book during the
read aloud. They
will talk about the
main idea of pages
6-21.
- The students will
complete the main
idea and three
supporting detail
worksheet.
- They will use their
main idea sentence
from the previous
day and will look
for supporting
details in Januarys
Sparrow.

an example of
persuasive writing
like commercial ads
that are
appropriate.

example of what a
counterargument
is.

Kentucky as slaves?
Do you think it was
alright for the
townspeople to
Practice (15 min.)
defend the
- The students will
Crosswhites family?
Practice (15 min.)
receive their main
- The students will
- The students will
idea worksheet and
have time to think
practice persuasive
their paragraph
about and
writing by writing
from the previous
brainstorm what
one paragraph that
day with their main
their opinion is on
includes a main
idea and supporting
the topic.
idea and supporting
details.
The students will
details, which will
Practice (20 min.)
be
directed
to
think
help the students
- The students will
of
a
persuade.
have time to
- The students will
counterargument
discuss with their
be given another
for the persuasive
partners their ideas
main idea and
piece they wrote
after they have
Share (5 min.)
supporting detail
yesterday.
brainstormed ideas
- The students will
- They will be given a
worksheet. This
written down.
work with the same
few minutes to
time they will use
- I will walk around
small groups from
brainstorm one and
this worksheet for a
during this time
the previous day
will have to include
prompt that will be
and talk with
and will share
another paragraph
given to them.
students about
- They will have a
about the
that addressed the
their thoughts and
choice from three
supporting details
counterargument.
questions about the
prompts:
that they found in
prompt.
1. Write a letter to
the story.
Share (5 min.)
- The students will
your principal
- The students will
- The students will
receive a main idea
explaining
why
be instructed to ask
return to the same
worksheet and will
you
think
recess
each other the
group as the
fill it out. They will

sentences that
convey the central
idea of the text.
Share (5 min.)
- The students will
then be able to
share in small
groups their main
idea sentence.
- If they wish to
make changes to
their sentences,
they will be allotted
time to do so after
sharing.
- The class will then
come back
together and
discuss what was
written and why.

question:
should be longer.
How does this
2. Write a letter to
detail support the
your teaching
main idea?
persuading her to
- The students will
not give you
have to be able to
homework
answer how their
tonight.
supporting idea
3. Write a
actually supports
persuasive piece
their main idea.
for or against
- I will be walking
school uniform.
around and working
with different small Share (5 min.)
groups.
- Students will be
- We will come back
placed into a small
together and
group with
reemphasize the
classmates you
importance of
have chosen the
having a main idea
same writing
and supporting
prompt. They will
details.
share with each
other their
persuasive writing
piece.
- The class will come
together and talk
about the purpose
of a persuasive
writing.
- I will collect their
writings.

previous day and

share their
counterarguments.
They will be
allowed time to
make corrections or
changes to their
writing.
- I will collect their
main idea
worksheet and
persuasive writing
piece.
- We will talk about
why we wrote
another paragraph
that included a
counterargument in
our writing.

briefly meet with

me one on one and
receive feedbacks.
- The students will
also asked to write
a counterargument
that could be made
on the back of the
main idea
worksheet.
- After the students
have completed
this, they will be
allowed to start a
rough draft.
Share (5 min.)
- This time will be
used have students
ask any questions
that they may have
about their
writings.