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Long Range Instructional Planning Guide

Tutor’s Name: Amber Archer
Student(s) Name(s): Marquis and Stanley
Age: 10
Grade: 5th
Instructional Reader Stage: (circle one)

Transitional

Intermediate

Advanced

Independent reading level: 5th
Instructional reading level(s): 6th
If a range, optimal instructional reading level for intervention:
Frustrational reading level: Upper Middle School
Notes on reading:
Marquis is at a 99 WPM and Stanley is at a 104 WPM fluency rate. The benchmark for struggling readers is
about 100 WPM. Readers in the 5th grade hope to be at 140+ WPM. So, although the boys are right on the
benchmark they still need a lot of work on building prosody in order to have expression, tone, and voice
variation as they read. They tend to read without prosody so it makes it seem like they are reading fast
because they don’t pay any mind to things such as punctuation. They begin making mistakes that could
easily be correct if read at a slower pace such as making sure that they catch the correct endings on
words. Both boys are very low on comprehension, so I want to make sure that is the main focus. The boys
will also need to work on prosody to add expression in their readings, and hopefully that will help them pay
closer attention to their words and boost comprehension.

Word Study Stage: Marquis is late syllables and affixes
Stanley is early/mid within word, and will be the only one working on word knowledge during tutoring.
Begin instruction with which features: These sorts put him on the fast track for common and less
common vowels. Our goal will be to hit each of these over the next couple of weeks. Last week we didn’t
get to start the sort because we ran out of time, so we will be starting with a-e, ai, and ay. Depending on
how quickly he can get through the first sort I will have to readjust the long term plan, but for now I feel
comfortable with just sticking with common and less common long vowels at an advanced review pace
(Words Their Way pg. 216)
a-e, ai, ay
ai, ay, ei, ey
o-e, oa, ow
u-e, ui, oo, ew
ee, ea, ie
i-e, igh, y
Focus instruction on (select 1 main area): (circle one)
Comprehension

Fluency

Word Knowledge

What Essential Question will guide our lesson sequence?
How have sports evolved from the past to the present?
What primary comprehension strategy will we work with to develop independence?
Synthesizing- for the thinking they will have to do to analyze sources and then compare
similarities/differences over time across sources.
What writing genre and/or focus will we include in our studies?
Brainstorming fully in order to plan out the writing better so that they stay on topic. Making sure that the
writing flows together. They will also work on sentence variation and adding details to their writing.

Instructional Goals from the Case Summary Sheet(s)
Fluency
Word Knowledge
Comprehension
Marquis will not be
Since Marquis is a strong Comprehension is going
focusing on picking up
speller and is in late
to be a major focus area.
his rate. His fluency
syllables and affixes he
My goal is for him to be
focus will be to add
will not be working on
able to recall and answer
prosody while reading to word knowledge, so
questions from a text he
boost expression, voice,
below are the goals for
just read. So, we could
and tone as he reads.
Stanley.
use a read and recall
His lack of prosody
sheet that allows him to
makes it seem like a

I found that
write out what happened
faster pace and he reads Stanley is instructional
in the story in the
with few errors but lacks at the Within Word
beginning middle and
comprehension skills.
Pattern stage of spelling
end. Another activity

His goal is to slow
development. This is
could be to use post it
his rate in order to build
because he struggles
notes as he goes along or
comprehension.
with long vowels.
underline important

I don't think that
Therefore my first goal is parts. We could also
fluency is his issue. I do
to start instruction with
work with comprehension
however think his lack of long vowels such as a-e, questions at the end of
prosody may affect his
ai, ay. Stanley struggled
each paragraph to build
comprehension, so we
to spell words of this
comprehension as he
may need to work on
pattern. For example
reads instead of throwing
slowing down our
when asked to spell the
it all on him at the end of
reading rate.
word “scrape” he spelled the passage.
it as “scrap”. My main

Vocabulary is
focus will be on common strong, but defining the

Writing
We need to work on
brainstorming examples

Capitalizing letters
at the beginning of
sentences

Variation in
sentence details• We
could use the hamburger
paragraph organization

Roll a story activity

Web's, graphic
organizers, four squares

I think that if he
had stronger planning
skills he would be able to
write much more clearly.

Teach MINTS for
capitalization Months, I,
Names, Titles, Start of
sentences.

In Stanley’s writing
I found that it lacks
organization in that the
main idea is not clearly


I found that
Stanley reads very
quickly when he reads
aloud. When reading
aloud his rushing affects
his accuracy. When he
makes errors in his
reading, he seems to not
be reading to the end of
the word and using the
starting sounds or parts
to determine what the
rest of the word should
be. For example, when
reading the word
"transporting" he read it
as "transportation". This
causes errors in his
accuracy and
comprehension because
he can read the wrong
information from the
passage. Also he often
inserts or omits words
without self-correcting
them. Therefore my first
goal is to help Stanley
take his time and read
the passage carefully
and to the end of words

and lesson common
vowels over the next
couple of weeks.

Depending on how
well he does with less
common vowels we may
get into ambiguous
vowels for his second
goal such as “ou” and
“oy” which seemed to be
a struggle for Stanley on
the Upper Spelling
Inventory. For example,
he spelled “pounce” as
“pont” and “disloyal” as
“dislawyl”. Yet when
spelling a CVVC pattern
word such as “train” he
spelled it correctly. He
seems to have some
concept of long vowels
but still needs work on
some of the more basic
concepts before moving
on to the more complex
ones.

Word Knowledge
Activities:

Speed sorts

Blind sorts

word is harder for him. A
goal for him will be for
him to be able to connect
the word to something
familiar. I think that word
webs will help him as we
saw in words their way so
that he can understand
the word and its
meaning.

supported with detail
sentence that show
focus toward the central
topic. He would state the
main idea and then
include sentence that
linked back to the topic,
but only loosely. For my
first goal I want to work
with Stanley on
organizing his essay and

I found that Stanley choosing strong
really struggles with
supporting details that
keeping track of
clearly back up his topic.
important details while

My second goal for
reading and it is
Stanley is to have him
impacting his
construct sentences that
comprehension when
are a complete thought.
answering questions
In his writing sample,
when not using look
Stanley wrote a list of
backs. He also struggled
people, and other
with using the main ideas fragments that did not
to find the main idea.
have any details to
Due to this, I have
support their inclusion in
determined my first goal the sample. I want to
for Stanley to be
work with him on
determining important
including sentences that
details in order to find
are complete and
the main idea.
contribute to the

Comprehension
paragraph.

by slowing down and
adding proso. This
should help him read
more accurately and
hopefully positively
affect his
comprehension.

The second goal I
have for Stanley is to
help him with phrasing
and self-correcting his
errors, especially if the
error does not make
sense with the context of
the sentence. Due to his
rushed pace at reading,
he would read things in
somewhat awkward
phrases brought about
by missed or inserted
words, which impeded
his comprehension.
Because of this, I want to
help him with his
phrasing and recognizing
when he misses and
word and when it affects
his comprehension.
The boys need:


BINGO (WTW p.
186)

Vowel Feathers
(WTW p. 226)

Activities:

Graphic organizer

"Puzzle pieces"
(use the supporting
details form the story to
"build the puzzle" of the
main idea)
•Annotating/underlining
•My second goal for
Stanley is to help him
determine the meaning
of vocabulary terms by
using context clues. He
struggled to determine
the meaning of words in
the passage even when
the meaning was
explicitly stated. This
leads me to want to help
him learn to use context
clues to determine the
meaning of words
whether the meaning is
implicitly or explicitly
stated.

Vocabulary
Activities:

Concept sorts
(WTW p. 178)

Pre-teaching


Writing Activities:
Graphic organizers
Ranking important
details
Complete thought
checks


Prosody Activities:
Reading poems in
different expressive
voices

Phrasing practice
based on punctuation

Recognizing when
an error is made

Pacing practice to
slow down and read the
entire word.

Lesson

1

Reading for Fluency
5 minutes

Text title: Basketball is my
Favorite Sport
and
Football
Text source: Pinterest for sports
poems.

vocabulary

Word hunts (WTW
p. 186)

Crossword puzzles
using context clues as
"definition" for the word

Word
Knowled
ge
5
minutes
for
Stanley
General
feature:
long a
Sort
categori
es:

Comprehension
15 minutes

Text title: Virtual- Reality
football taking the field with NFL
and college players
Text source: Newsla
Text level:

Writing
10
minutes
Marquis
5 Stanley
Task:
Students
will plan
using the
hamburger
graphic

http://www.poetry4kids.com/poem296.html#.VtCz8o-cG3A
Text level:
3rd grade
Skill focus: Prosody
Expression
Activity: The students listened to
me model a fast read, a read with
prosody and lots of expression and
then like LeBron. They were then
asked which way they liked the
best. The students then read one
poem using prosody and the other
poem was read as a monster and a
cowboy. They self-assessed how
they read with prosody.

2

Text title: Ancient Greece and the
Olympics
Chapter 9 The Olympics today
Text source: Magic Tree House

a-e, ai,
ay,
oddball
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
accuracy.
This will
be 5
minutes’
worth of
word
knowledg
e.

6th grade

General
feature:
long e
Sort

Text title: Ancient Greece and
the Olympics
Chapters 5-7
They aren’t reading every page

Content focus:
Looking at Present Sports to be
ready to compare the past sports
next week.
Skill focus:
Synthesizing
After each chunk of reading the
students were asked to write a
brief summary on a post it note.
They also had to answer
comprehension questions about
the text.

organizer
or another
type of
organizer
to plan to
the
prompt of:
If you were
a pro
football
player
would you
use this
virtual
reality to
help you
train? Why
or why
not?
Skill
focus:
Brainstorm
ing
Staying on
topic
Task:
Students
will use
their

Fact Tracker
Text level: Late Third Grade
Skill focus: Prosody
Expression
Activity:
The chapter has about 3 short
pages. Each page one of us will
take a turn reading. I will go first to
model with lots of prosody. They
will then each rate my level on a
scale of 1-5. Stanley will read the
next page and then he will rat
himself. Then Marquis will read the
last page and rate himself. I will
also rate the boys and see if our
scores match up. I will be looking
out for pointers to give them on
how they could add some more
prosody in when they read.

categori
es:
Ai, ay, ei,
ey
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
accuracy.
This will
be 5
minutes’
worth of
word
knowledg
e.

just certain passages
Text source:
Magic Tree House Fact Tracker
Text level:
Late 3rd
I know that this is a lower reading
level than where they tested, but
I think they have less prior
knowledge on this topic, and I am
asking them to do an activity
where it may be best if the text is
on an easier level for them to
comprehend. Last week their
article was at a 6th grade level
and comprehension was still very
weak, so I want to check to see if
they reading level needs to be
moved down or leave it where it
is.
Content focus:
Making connections between the
past and present sports
Skill focus:
Making Connections
I will be asking them to make
connections between the past
and present Olympics. They will
be working with a compare and

compare
and
contrast
graphic
organizer
to help
them write
a story
about how
the
Olympics
have
changed
over time.
Skill
focus:
Organizing
thoughts
from the
graphic
organizer
into a
paper and
making
sure that
the
thoughts
flow and
stay on

contrast graphic organizer to help
them keep track of the main
similarities and differences
between the old and new
Olympics.

3

Text title:

Text source: Pinterest Sports
Poem
Text level: 4th
Skill focus: Prosody- Adding voice

General
feature:
long o
Sort
categori
es:
o-e, oa,
ow,
oddball
Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%

topic.
Marquis
needs 6
sentences
and
Stanley
needs 3
sentences.
Text title: Yesterday's Heroes: A
Task:
Journey through the the History of Students
African-American Superstars in
will pick a
the NBA
Basketball
(NBA Reader)
athlete
By John Smallwood
from
Text source: Scholastic Books
either the
Text level: 6th
past of
present
Content focus:
that they
Comparing the past and present
would like
of Basketball
to be.
They wll
Skill focus:
write a
Determining Importance
short story
from their
This text may be harder for them perspectiv
since it is in the form of a
e just like
biography type book. SO, I want
the
them to be able to flip through
basketball
and work on their skilling skills for poem.
determining what things are most

4

Activity:
This poem is unique because it is
coming from the point of view of
the basketball. I want the boys to
try and read it with the voice of
what they think a basketball would
sound like. This will help them
think about adding voice and
expression as they read.
Text title:
Checkered Flag
The race begins,
as engines roar.
They charge ahead,
like a wild boar.
Immediately they,
File in for position.
Victory and glory,
is their common mission.
Every driver,
maximum speed desires.
Each sharp turn,
burns their tires.
Magnificent machines,
often tease disaster.

accuracy.
This will
be 5
minutes’
worth of
word
knowledg
e.

important for them to take away
from a reading piece.

General
feature:
long u
Sort
categori
es:
u-e, ui,
oo, ew

Text title: Charioteer facts
Ten fun facts you probably didn't
know
(from Roman Mystery XII, The
Charioteer of Delphi)
Text source:
http://www.romanmysteries.com/
charioteer-facts
Text level:
6th
Content focus:
Comparing past and present
races
Skill focus: Synthesizing
And determining importance

Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least

Skill
focus:
Brainstorm
ing,
supporting
detail

Task:
The
students
will get to
pick if they
want to
write a
story as a
race car
driver or a
chariot
driver.
They will
write
about their
feelings
The students will have to read
they felt
through the 10 facts list. They will getting
then pick out the most important ready for
facts and synthesize it into a brief their race.

Fearless warriors,
strive for nothing but faster.
Their greatest nemesis and savior,
are known simply as brakes.
In order to pass,
they wait for mistakes.
In the end,
only one gets to brag.
The first to kiss,
the checkered flag.

80%
accuracy.
This will
be 5
minutes’
worth of
word
knowledg
e.

summary.

General
feature:

Text title:
A sporting chance: sports and

Skill
focus:
Planning,
staying on
topic,
adding
details

Text source:
by anitapoems.com
Text level:
5th
Skill focus:
Fluency rate check in
Activity:
TRR They will have a timed
repeated read just to check in on
their fluency. They will have a race
track chart to see if they can get
faster and faster each time.
5

Text title:

Task:
Put

long e
Sort
categori
es:
Ee, ea, ie,
oddball

Text source: Pinterest Poems
Text level: 3rd
Skill focus:
Prosody
Activity:
Depending on their TRR last week
they will just continue to work on
their prosody readings.

Activity:
Stanley
will be
introduce
d to the
sort and
then he
will have
a blind
sort with
at least
80%
accuracy.
This will
be 5
minutes’
worth of
word
knowledg
e.

gender sports issues by Andy
Steiner
Text source: by Andy Steiner
Text level: 6th
Content focus:
Past and Present of Female
Athletes
Skill focus:
Synthesizing
They will read certain chunks
from the book and they will be
asked to synthesize what they
have read.

yourself in
the shoes
of a girl.
Think
about how
it would
make you
feel if you
were told
you
weren’t
allowed to
play sports
because
you’re a
boy. Plan
out your
feeling
and write
a short
paragraph
to make
sure your
reader
understan
ds your
feelings.
Skill
focus:

6
(note
progress
monitori
ng to
include
here)

Text title:
Text source:
Text level:
Skill focus:
Activity:
WRC/ running record WPM
Progress monitoring

SOL
ELA skill SOLs:
Connecti 5.5 The student will read and
ons
demonstrate comprehension of
fictional texts, narrative nonfiction,

General
feature:
Sort
categori
es:

Text title:
Text source:
Text level:

Activity:
Spelling
inventory
to check
progress

Skill focus:
WRC/ running Record
Progress monitoring

ELA skill
SOLs:
5.8 The
student

ELA skill SOLs:
5.4 The student will expand
vocabulary when reading. a) Use
context to clarify meaning of

Content focus:

Adding
details to
writing,
planning,
descriptive
language
Task:
Skill
focus:
Progress
monitoring
For a
writing
prompt on
what they
have
learned
about how
far sports
have some
from the
past to the
present.
ELA skill
SOLs:
5.7 The
student

and poetry.
m) Read with fluency and
accuracy.

will edit
writing for
correct
grammar,
capitalizat
ion,
spelling,
punctuati
on,
sentence
structure,
and
paragrap
hing. j)
Use
correct
spelling of
commonl
y used
words.

unfamiliar words and phrases.
f) Develop vocabulary by
listening to and reading a variety
of texts.
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.
g) Identify main idea.
h) Summarize supporting details
from text.
k) Make, confirm, or revise
predictions.
l) Use reading strategies
throughout the reading process
to monitor comprehension.
5.6 The student will read and
demonstrate comprehension of
nonfiction texts. b) Use prior
knowledge and build additional
background knowledge as
context for new learning.
d) Identify the main idea of
nonfiction texts.
e) Summarize supporting details
in nonfiction texts.
k) Identify new information

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.
c)
Organize
informatio
n to
convey a
central
idea.
d) Write a
clear topic
sentence
focusing
on the
main idea.
f) Use

gained from reading.
l) Use reading strategies
throughout the reading process
to monitor comprehension.
Content SOLs:
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;
e)
evaluate and discuss issues
orally and in writing;

precise
and
descriptive
vocabulary
to create
tone and
voice.
i) Include
supporting
details
that
elaborate
the main
idea.
5.8 The
student
will edit
writing for
correct
grammar,
capitalizati
on,
spelling,
punctuatio
n,
sentence
structure,
and
paragraphi
ng. j) Use

correct
spelling of
commonly
used
words.
Content
SOLs:
USI.1 The
student
will
demonstra
te skills for
historical
and
geographi
cal
analysis
and
responsibl
e
citizenship
, including
the ability
to
b)
make
connection
s between

the past
and the
present;
e)
evaluate
and
discuss
issues
orally and
in writing;