Long Range Instructional Planning Guide Tutor’s Name: Emily Cornett Student(s) Name(s): Shaki and Amber Age: 10 Grade: 5 Instructional Reader Stage: Transitional Independent reading level: 1st Instructional reading level(s): 2nd- 4th If a range, optimal instructional reading level for intervention: 3rd Frustrational reading level: 5th Notes on reading: -We will work on oral reading for fluency in our lessons. -Both students need comprehension practice so we will implement summarizing and inferring into our reading strategies. Word Study Stage: Mid Within Word Begin instruction with which features: Dipthongs (oy, oi) Focus instruction on (select 1 main area): Word Knowledge and Comprehension What Essential Question will guide our lesson sequence? Is it fair to use animals for entertainment? What primary comprehension strategy will we work with to develop independence? Summarizing/Synthesizing What writing genre and/or focus will we include in our studies?
Non-fiction on developing ideas, voice, and conventions. Instructional Goals from the Case Summary Sheet(s) Fluency Word Knowledge Comprehension -Shaki and Amber will -My first goal is to work -Shaki and Amber will read with increased with other vowel develop the ability to phrasal fluency in patterns because that is summarize text and familiar text. where there was make inferences confusion. Although -They will increase his there was some Activities for prosody and expression weakness in digraphs, comprehension: while reading different they did very well with Putting Clues Together genres of text (fictions, the next two features, so KWL nonfiction, poetry) I plan to just go back and Info Boxes do a mini lesson or two Sketch to Stretch Activities will include: on digraphs just to cover Somebody-Wantedthat. The first word Echo Reading But-So knowledge lesson will be Poetry reading working with diphthongs Story mapping Repeated reading oy,oi. of a book of They will examine the interest We will continue through meaning of new Timed Repeated other vowel patterns and vocabulary encountered Readings in read alouds and use if he seems to be the vocabulary in grasping those, we will discussions about the start instruction on text. Vocabulary inflected endings which instruction will have a will get them started in particular focus on Tier 2 the Early Syllables and words and descriptive Affixes stage. language when possible.
Writing -Shaki and Amber will develop ideas for writing by reading books from a variety of topics and genres (fiction, nonfiction, poetry) -They will practice using voice through writing about open-ended questions and opinions. -They will improve conventions by writing sentences using the correct capitalization of words. -They will develop his use of word choice by choosing to use more exciting/colorful adjectives to help grab his reader’s attention. Activities will include:
-Some word study activities include: Word sorts Word hunts Writing sort Concentration game (page 188 of WTW) Brainstorming Push and Say Lesson 1
Reading for Fluency 3 minutes Text title: The Animal Trainer Text source: Reader’s Theater: timelessteacherstuff.c om Text level: 2nd Skill focus: Expression Activity: Timed Repeated Reading: Read once and time, discuss confusing
Activities for vocabulary: Vocabulary Four Square Describe and guess Semantic feature analysis Concept sorting
Word Knowledge 10 minutes General feature: Dipthongs Sort categories: oy, oi Activity: The Spelling Game
Journal Writing “Not run, but skip” colorful adjectives activities Language Experience Approach (LEAs) Book exploring/ discussions for various ideas
Comprehension 11 minutes
Writing 6 minutes
Text title: “Tough Times for Polar Bears” Text source: Newslea Text level: 3rd
Task: Journal writing: One student will write supporting the polar bears in the zoo, the other student will write not supporting it
Content focus: Animal Survival Skill focus: Summarizing/Synthesi zing
Skill focus: Voice
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words, read again and time. Text title: A Visit to the Zoo (first half) Text source: Reading A-Z Text level: 1st Skill focus: Expression Activity: Echo Reading: Teacher will read a line with expression, then student will read the line with correct expression Text title: A Visit to the Zoo (last half) Text level: 1st Skill focus: Expression Activity: Partner reading: One student reads with expression, then the other student reads, then they both read together Text title: “Some
General feature: Dipthongs Sort categories: oy, oi (Did not get to last week) Activity: The Spelling Game
Text title: “Whales and dolphins get bigger aquarium tanks” Text source: Newslea Text level: 4th
Skill focus: Summarizing
Task: Journal writing (Use from last week): One student writes as if they are a whale in the aquarium and enjoy it, other student writes as if they do not enjoy it. Skill focus: Voice (Did not get to last week) Task: Paired/partner writing: Student will work together to write about how sea pens are different than tanks and how they could create another option for the whales.
Text title: “Running
Skill focus: Ideas Task: Quick write:
Content focus: Animal characteristics and needs for survival Skill focus: Inferring General feature: Dipthongs Sort categories: ow, ou
Text title: “Sea pens or Sea World Tanks?” Text source: Newslea Text level: 3rd
Activity: Word Hunt Content focus: Adaptation to an animal’s environment
General feature: Long
people are Mad at Sea World” (first section) Text source: Newslea Text level: 2nd Skill focus: Accuracy Activity: Repeated reading: underline words that are missed first time, then read again
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u Pattern Sort categories: ew, ui, u Activity: Writing sort
Text title: “Some General feature: people are Mad at Sea Inflected endings World” (second Sort categories: Sort section) for sound of ed Text source: Newslea Activity: Speed sort Text level: 2nd Skill focus: Prosody Activity: I Read, We Read, You Read: Teacher models fluent reading to practice stopping at punctuation
Free Text source: nightatthedogs.org Text level: 3rd Content focus: Past and present dog racing Skill focus: Questioning
Text title: “The Circus Animal” Text source: allcreatures.org Text level: 3rd Content focus: The history of animals in the circus Skill focus: Visualizing
Students spends 3 minutes writing their reaction to the poem. Use the next 3 minutes modeling how to correcting any spelling, punctuation, or grammar mistakes. Skill focus: Conventions Task: Language Experience Approach: The teacher will share an experience with the circus. Then, the student will tell about an experience they have had with the circus, then write about it using as many sharp details as they can. Skill focus:
Details 6 (note progress monitorin g to include here)
SOL Connectio ns
Text title: “Some people are Mad at Sea World” (last section) Text source: Newslea Text level: 2nd Skill focus: Speed with accuracy Activity: Timed Repeated Reading: Read once and time, fix mistakes, then read again and time.
ELA skill SOLs: 5.6 The student will read and demonstrate comprehension of nonfiction texts. m) Read with fluency and accuracy.
General feature: Inflected endings Sort categories: Plurals with y Activity: Concentration game (WTW)
Text title: Black Beauty Text source: Stepping Stones Text level: 3rd Content focus: Environmental characteristics needed for animal survival Skill focus: Predicting
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. c) Use knowledge of roots, affixes, synonyms,
ELA skill SOLs: 5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate
Task: “Not Run, But Skip” colorful adjectives practice: Make a list of “colorful” adjectives used in text. Write a “boring” sentence, then change the sentence by adding a colorful adjective. Skill focus: Word choice 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. a) Identify intended audience. b) Use
antonyms, and homophones. g) Study word meanings across content areas.
among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other wordreference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the relationship between text and previously
a variety of prewriting strategies. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. e) Write multiparagraph compositions. f) Use precise and descriptive vocabulary to create tone and voice. g) Vary sentence structure by using transition words. h) Revise for clarity of content using specific vocabulary and information. i) Include supporting details that elaborate the main idea.
read materials. b) Describe character development. c) Describe the development of plot and explain the resolution of conflict(s). d) Describe the characteristics of free verse, rhymed, and patterned poetry. e) Describe how an author’s choice of vocabulary contributes to the author’s style. f) Identify and ask questions that clarify various points of view. g) Identify main idea. h) Summarize supporting details from text. i) Draw conclusions and make inferences from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions. l) Use reading strategies throughout the
Content SOLs: Science: 5.5The 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 organism’s 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; and c) traits of organisms that allow them to survive in their environment
reading process to monitor comprehension. m) Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Skim materials to develop a general overview of content and to locate specific information. d) Identify the main idea of nonfiction texts. e) Summarize supporting
5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include a) geological characteristics; b) physical characteristics; and c) ecological characteristics. History: USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to b) make connections between the past and the present; d) interpret ideas
details in nonfiction texts. f) Identify structural patterns found in nonfiction. g) Locate information to support opinions, predictions, and conclusions. k) Identify new information gained from reading. l) Use reading strategies throughout the reading process to monitor comprehension. Content SOLs: Science: 5.5The 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 organism’s ability to survive and thrive in its environment. Key concepts include b) classification of
and events from different historical perspectives; e) evaluate and discuss issues orally and in writing;
organisms using physical characteristics, body structures, and behavior of the organism; and c) traits of organisms that allow them to survive in their environment History: USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to b) make connections between the past and the present; d) interpret ideas and events from different historical perspectives; e) evaluate and discuss issues orally and in writing;
