Long Range Instructional Planning Guide

Tutors Name: Sarah Wells

Student(s) Name(s): Student 1 and Student 2
Age: Both are 10
Grade: Both are in 5th Grade
Instructional Reader Stage: (circle one)

Transitional

Intermediate

Advanced

Independent reading level: Student 1 and Student 2: Primer

Instructional reading level(s): Student 1: 1st and Student 2: 1st-4th
If a range, optimal instructional reading level for intervention: Student 2: 2nd or 3rd
Frustrational reading level: Student 1: 2nd and Student 2: 5th
Notes on reading: Student 1 will read fluently at times, but gets easily distracted which causes him to
lose focus on the comprehension and place where he was. Student 1 will insert words that aren't there if
he seems to get caught up and loses his place. our group, in order to help reach a new instructional level
and conquer a frustrational level.
Word Study Stage: Student 1: Late Letter Name and Student 2: Early Syllables and Affixes
Begin instruction with which features: Long vowels with an introduction of other vowels, such as long
a versus short a and ai, ae, and ei
Since they are far apart in their word study stage, Student 2 might spend certain tutoring lessons working
on fluency and comprehension skills, while Student 1 works on his word study abilities. This is to ensure
both are receiving an adequate amount of time in areas where it is most needed.
Focus instruction on (select 1 main area): (circle one)
Comprehension

Fluency

Word Knowledge

What Essential Question will guide our lesson sequence?

What types of conditions (physical/habitat), survival instincts, build and genetic make-up can lead an
animal/plant to extinction? This question will guide our lessons to observe various extinct and endangered
animals and the conditions that lead them to their current status. I will encourage the students to think
about their own favorite animal and to tie connections to the new knowledge theyve learned to make
thoughtful reflections about what might happen if their animal went from endangered then became
extinct. Using this essential question is good for Student 1 and Student 2 because it allows for them to
make connections with prior knowledge with information that is extremely straightforward.
What primary comprehension strategy will we work with to develop independence?
For comprehension, we will continue to build on their inferring abilities by taking their current knowledge
and connecting it with their prior knowledge. This will help develop their recall and look-back skills, while
strengthening their ability to be independent while they read. Even if they do not become completely
independent readers, it is all about building their tool box for their future.
What writing genre and/or focus will we include in our studies?
Their writing genre is going to be short journals and reflections. They will focus on sentence construction
and fluency. Student 1 struggles to organize complete thoughts and words, so we will utilize prewriting if
necessary to help him become a stronger writer. Student 2 is a stronger writer and employs complete
sentences and fluency. One main focus for their writing will be giving them a clear, concise topic and
working on brainstorming to develop a solid topic to acquire writing skills. Doing this will help Student 1
and Student 2 work on pulling from their background knowledge coinciding with their new knowledge
acquired.
Instructional Goals from the Case Summary Sheet(s)
Fluency
Word Knowledge
Comprehension
Student 1 will work on
Student 1 will begin by
Student 1 will read
building his sentence
working on his ability to
passages aloud and
fluency skills by
identify long vowels
respond orally to
acknowledging
through word sorts and
questions that refer back

Writing
Student 1 will write
sentences individually
and use sentence
builders to help him

punctuation, grammar
rules, and spelling.
Student 2 will work on
mastering her phrasal
fluency while reading on
her instructional level.
* Activities for Student 1
and Student 2:
Reading familiar
text (independent
level)
Readers theatre
Choral reading
Sentence Sailboats
Phrasal Fluency

Lesson
1

picture sorts.
Student 2 will build on
mastering inflected
endings and plurals,
starting with WTW #69
sort: Adding ed (double,
nothing).
* Activities for Student 1
and Student 2:
Word sorts
Speed sorts
Writing sorts
Picture Sorts

Reading for
Fluency
__5___ minutes
Text title:

Word Knowledge
__5___ minutes
General feature:

to the passage. Passages

will be short in order to
help him develop
retelling and recall skills.
Student 2 will also work
on making predictions
and answering
comprehension questions
with nonfiction text. For
vocabulary, Student 1
and Student 2 will learn
new words will be
introduced with
instructional text.
*Activities for Student 1
and Student 2:
Roll a story with
comprehension
questions from
various text (comp)
Read alouds
(vocab)
Describe and guess
(vocab)
Comprehension
__10___ minutes
Text title: Extinct Wildlife

understand construction
and sentence fluency.
My goal is to teach
Student 2 the 6+1
writing traits and their
importance. For each
lesson, the students will
focus on recalling
information from the
comprehension reading
and how it correlates
with their prior
knowledge.

Writing
__10___
minutes
Task: Reflection

Sentence
Sailboats
Text source:
Florida Center for
Reading
Research
Text level: 2nd
Skill focus:
Fluent Phrasal
Reading
Activity:
1. Place
sentence
sailboats face
down in a stack.
2. Taking turns,
student one
selects the top
card and reads
line by line until
completing the
entire sentence.
Student two sits
beside student
one and reads
along silently.
3. Reread the
sentence on the
last line of the
sailboat together.

Long Vowels
Sort categories:
Long A versus
Short A
Activity: Students
will complete a
word sort on long
and short a.
They will be
required to sort
the words into the
appropriate
category. They will
complete the sort
until they have
finished
successfully. We
will then review
the words
together,
emphasizing the
long and short a
in each of the
words.

Text source: Library Book

Text level: 4th
Content focus: Natural Causes of
Extinction (pages 6-7)
Skill focus:
Comprehension; Vocabulary
words- Students will review a
select number of vocabulary
words before reading the text in
order to gauge understanding
before reading

of the Extinct
Wildlife chapter.
What is your
favorite animal?
Did anything
you read about
stick out to you
as a factor that
could affect
your favorite
animal?
Skill focus:
Prewriting
Sentence
fluency

4. Reverse roles
and continue
until all the
sentences have
been read.
Text title: Fast
Phrases
Text source:
FCRR
Text level: 2nd

General feature:
Long Vowels (Ivy)
Sort categories:
Long I versus
Short I (Ivy)

Skill focus:
Fluency

Activity: Word
Sort (Ivy)

Activity:
1. Place the set
of phrase cards
face down in a
stack and timer
at the center.
Provide each
student with a
phrases correct
per minute
record.
2. Working in
pairs, student
one sets the
timer for one
minute and turns

Fluency Passage
(Chynesa)

Text title: Sharks Need Our Help

To Live
https://newsela.com/articles/solida
rity-sharks/id/15033/
Text source: Newsela
Text level: 2nd
Content focus: Sharks becoming
endangered
Skill focus: ComprehensionWhat is causing them to get hurt
or captured? Vocabulary wordsStudents will review a select
number of vocabulary words
before reading the text in order to
gauge understanding before
reading

Task:
Reflection of
the Sharks
Need Our Help
To Live article.
What is your
favorite animal?
Did anything
you read about
stick out to you
as a factor that
could affect
your favorite
animal? How
might sharks be
at risk through
human causes?
Skill focus:
Prewriting
Sentence
Fluency
Recall of
Information and

the phrase cards

over one at a
time while
student two
reads the
phrases as
quickly as
possible. 3. If all
the words in the
phrase are read
correctly, the
student places
the card in a pile
on the YES
card. If one or
more words in
the phrase are
read incorrectly,
places it in a pile
on the NO
card.
4. Continue
activity until the
timer rings.
Count the phrase
cards in the
YES pile and
record the
number on the
phrases correct

connection with
background
knowledge

per minute
record. Read
phrases in the
NO pile
together.
5. Repeat the
activity at least
two more times
attempting to
increase speed
and accuracy.
Text title:
Phrase Speed
Practice
Text source:
FCRR
Text level: 2nd
Skill focus:
Fluency
Activity:
1. Place the
phrase practice
sheets and timer
at the center.
Provide each
student with a
phrases correct
per minute

General feature:
Other Vowels
Sort categories:
Or versus Er
Activity: Picture
Sort (Ivy and
Chynesa)
They will complete
the sorts
individually.
Lesson Two,
Chynesa will have
done a fluency
activity but she
will complete the
picture sort for this
lesson.

Text title: Extinct Wildlife

Text source: Library
Text level: 4th-6th Grade
Content focus: Habitat
Destruction (page 17-18)
Skill focus:
Comprehension of the reading;
Vocabulary words- Students will
review a select number of
vocabulary words before reading
the text in order to gauge
understanding before reading

Task: Students
will reflect on
what makes a
habitat safe for
an animal?
What happens
when they lose
their habitat?
They will reflect
on their favorite
animal and its
habitat.
Skill focus:
Prewriting
Sentence
Fluency
Recollection of

record.
2. Taking turns,
students select a
practice sheet
and practice
reading the
phrases to each
other.
3. Student one
sets the timer for
one minute and
tells student two
to begin.
4. Student two
reads across the
page while
student one
follows on her
copy and uses a
Vis--Vis
marker to mark
any words in the
phrases that are
read incorrectly.
If all the phrases
on the sheet are
read, go back to
the top and
continue.
5. Continue until

Information
Comprehension

the timer goes

off. Student one
marks the last
word read.
Student two
counts the
number of total
phrases read
correctly. (To
count the phrase
as correct, all the
words in the
phrase must be
read correctly.)
6. Student two
records number
of phrases read
correctly on her
phrases correct
per minute
record.
7. Repeat the
activity at least
two more times
attempting to
increase speed
and accuracy.
8. Reverse roles.
Text title:
General feature:
Phrase
Other Vowels

Text title: Elusive Asian tree

frogs not extinct, but not out of

Task:
What can

Progression
Text source:
FCRR
Text level: 2nd
Skill focus:
Fluency Reading:
Phrases that
transgress into
sentences
Activity:
1. Place
sentence cards
face down in a
stack at the
center. 2. Taking
turns, student
one selects the
top card and
reads line by line
until completing
entire sentence
while
concentrating on
proper phrasing,
intonation, and
expression.
Student two sits
beside student

Sort categories:
Or, Er, and
Ar
Activity:
Word Sort (Ivy)

the woods yet either

Text source: Newsela
Text level: 2nd Grade and 4th
Grade
Content focus:
This article reflects the possible
extinction of a tree frog that is
rarely spotted.
Skill focus:
Comprehension of the reading;
Vocabulary words- Students will
review a select number of
vocabulary words before reading
the text in order to gauge
understanding before reading

happen to
animals that go
extinct but
arent really
gone? Is that
even possible?
What might
really have
happened to
the creature?
Skill focus:
Prewriting
Sentence
Fluency
Recollection of
Information
Comprehension

one and reads

along silently. 3.
Choral read the
sentence.
4. Continue until
all the sentences
have been read.
Text title:
Chunked Text
Text source:
FCRR
Text level: 2nd
Skill focus:
Fluency- proper
phrasing,
intonation, and
expression in
chunked text.
Activity:
1. . Provide each
student with a
copy of the
text. Place
timer at the
center.
2. Working in
pairs, student
one (higher

General feature:
Common Long
Vowels and
Other Vowels
Sort categories:
a, e, and I
Activity:
Read It and Find It
activity: Pick up a
card, read the
word and then find
it on a map of
different words.
(Student 1 and
Student 2)

Text title: Animal Wildlife

Text source: Library
Text level: 4th-6th
Content focus:
Saving Endangered Habitat and
Wildlife (pages 25-26)
Skill focus:
Comprehension of the reading;
Vocabulary words- Students will
review a select number of
vocabulary words before reading
the text in order to gauge
understanding before reading

Task:
Use a venndiagram to
organize your
prewriting
based on your
animals:
habitat,
physical
characteristics,
causes and
effects of
natural causes
and
conservation of
the animal?
Skill focus:
Prewriting
Sentence
Fluency
Recollection of

6
(note
progress
monitorin
g to
include
here)

performing
student)
reads the
entire text
pausing
briefly
between
chunks (or
phrases) as
denoted by
slash marks.
3. Student two
(lower
performing
student)
repeats the
reading by
chunks,
emphasizing
the pauses at
slash marks.
Text title:
Chunked It!
Text source:
FCRR
Text level: 2nd
Skill focus:
Fluency- divide
the text into

Information
Comprehension

General feature:
Inflected Endings
Sort categories:
Ed and Ing
Activity:
Pair Them Up: Find
the the words that
match using

Text title: TBD

Text source: TBD
Text level: TBD
Content focus:
Student 1 and Student 2s favorite
animals
Skill focus:

Task:
What can we do
to protect
animals from
endangerment
and ultimately,
extinction?
What can you
do to help

meaningful parts
then read it
fluently
Activity:
1. Provide each
student with a
copy of the text.
2. Working
together,
students
determine text
chunks and
indicate using
slash marks. Put
single slashes (/)
to denote short
pauses and
double slashes to
denote end of
sentence (//).
3. Student one
(higher
performing
student) reads
the text with
proper intonation
and expression
while pausing
briefly between

different Inflected
Endings (Student 1
and Student 2).

Comprehension of the reading

For this section, I will wait to hear
what the students favorite
animals are. Then, I will bring in
for our last class, readings that
are about each of their animals.
This will create a more personal
connection to their new
knowledge and their background
knowledge.

protect the
environment
around you and
the animals?
Skill focus:
Prewriting
Sentence
Fluency
Recollection of
Information
Comprehension

SOL
Connectio
ns

chunks (or
phrases) as
denoted by slash
marks.
4. Student two
(lower
performing
student) repeats
the reading using
proper
intonation,
expression and
phrasing.
ELA skill SOLs:
5.5 The student
will read and
demonstrate
comprehension
of fictional texts,
narrative
nonfiction, and
poetry.
m) Read with
fluency and
accuracy.

ELA skill SOLs:

5.4 The student
will expand
vocabulary when
reading.
b) Use context and
sentence structure
to determine
meanings and
differentiate
among multiple
meanings of
words.

ELA skill SOLs:

5.4 The student will expand
vocabulary when reading.
a) Use context to clarify meaning
of unfamiliar words and phrases.

c) Use knowledge
of roots, affixes,
synonyms,

l) Use reading strategies

throughout the reading process to
monitor comprehension.

5.5 The student will read and

demonstrate comprehension of
fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship
between text and previously read
materials.

ELA skill
SOLs:
5.7 The student
will write for a
variety of
purposes: to
describe, to
inform, to
entertain, to
explain, and to
persuade.
b) Use a variety
of prewriting
strategies.
d) Write a clear
topic sentence

antonyms, and
homophones.

Content SOLs:
5.5 The student will investigate
and understand that organisms
are made of one or more cells and
have distinguishing characteristics
that play a vital role in the
organisms ability to survive and
thrive in its environment.
Key concepts include:
b) classification of organisms
using physical characteristics,
body structures, and behavior of
the organism
c) traits of organisms that allow
them to survive in their
environment.
5.7 The student will investigate
and understand how Earths
surface is constantly changing.
Key concepts include:
g) human impact.

focusing on the
main idea.
5.8 The student
will edit writing
for correct
grammar,
capitalization,
spelling,
punctuation,
sentence
structure, and
paragraphing.
j) Use correct
spelling of
commonly used
words.
Content SOLs:
5.5 The student
will investigate
and understand
that organisms
are made of
one or more
cells and have
distinguishing
characteristics
that play a vital
role in the

organisms
ability to
survive and
thrive in its
environment.
Key concepts
include:
b) classification
of organisms
using physical
characteristics,
body
structures, and
behavior of the
organism
c) traits of
organisms that
allow them to
survive in their
environment.