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Catalina Dvila: Classroom Case Study

EE 326: Autumn 2014

Making inferences is a metacognitive reading strategy that aids in guiding students to make accurate conclusions
based on what they are reading. In using this strategy students use the text information and activate prior
knowledge to reach a non-explicit conclusion from the text. This strategy allows students to gain new knowledge
from the text but also to practice using their schema. Making inferences will improve the students comprehension
while refining their reading fluency. In the text students will look for clues hence decoding the authors message. The
main goal of this lesson is to bring students up to par with the Fountas and Pinnell reading level, improve
comprehension and fluency while allowing students to make valuable inferences to understand the text.
Students will work in groups. Each group will be assigned a specific text and will work to understand the text
through making inferences. I will meet and work with the blue group three times a week, with the pink group twice a
week, and with the green group once a week. Students will work in small groups while also participating in whole
classroom instruction.
Common Core:
CCSS.ELALITERACY.RL.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
CCSS.ELALITERACY.RF.5.4
Readwithsufficientaccuracyandfluencytosupportcomprehension.
CCSS.ELALITERACY.RF.5.4.A
Readgradeleveltextwithpurposeandunderstanding.
CCSS.ELALITERACY.RF.5.4.B
Readgradelevelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.
CCSS.ELALITERACY.RF.5.4.C
Usecontexttoconfirmorselfcorrectwordrecognitionandunderstanding,rereadingasnecessary.
CCSS.ELALITERACY.RL.6.2
Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonal
opinionsorjudgments

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014

In your classroom, you have 26 students demonstrating a variety of strengths and challenges in reading and writing.
The chart below details their most recent reading assessment using the Fountas and Pinell levels. (If you are
interested in how these levels compare to others you may have seen used, please visit:
http://www.readingseed.org/wp-content/uploads/2009/09/Comparison-chart-for-leveled-books1.pdf).)
Name

Sarah
Diana
Troy
Farah
Lisa
Jonath
an
David
Kara
Julian
Jennife
r
Auggie
Jack
Jordan
Carrie
Elias
Mary
Ernie
Patrick
Donna

Benchma
rk
Independ
ent
Leveli
P
P

Benchmar
k
Instruction
al Levelii

Accura
cy

Compr
ehensio
niii

Fluenc
y

Benchma
rk
Placeme
nt Leveliv

Q
Q

95
96

9
7

2
0

P
P

P
P
Q
Q

Q
Q
R
R

95
97
95
95

8
8
8
8

1
3
2
3

Q
Q
R
R

Q
Q
Q
Q

R
R
R
R

95
97
96
98

7
9
10
6

1
2
2
2

R
R
R
R

R
R
R
T
T
T
T
U
U

S
S
S
U
U
U
U
V
V

95
97
96
95
95
97
96
95
96

7
9
8
10
9
8
6
7
9

2
2
3
3
1
1
3
1
2

S
S
S
U
U
U
U
V
V

Notes

Placed at level P b/c of disfluent reading at Level


Q.

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Luke
Beth

U
U

V
V

98
95

5
7

0
2

V
V

Robert
Jerry
Helen
Vera
Michae
l

W
W
X
Y
Z

X
X
Y
Z
Z

98
97
97
96
98

6
7
9
9
6

0
0
2
3
1

W
X
Y
Z
Y

Scores do not show her @ level V for independent


reading, but observation shows she can
successfully handle Level V texts.

Step 2-Grouping:
Group
Commen
ts

Grouping for Ms. Davilas Fifth Grade Class


Blue: Sarah, Diana, David,
Pink: Troy, Farah, Lisa, Jonathan,
Green: Kara, Julian, Auggie, Jack,
Jennifer, Luke, Robert, Jerry,
Ernie, Patrick, Beth
Jordan, Carrie, Elias, Mary, Donna,
Michael
Helen, Vera
Grouped together because of
Grouped together because their
Grouped together because of their
reading below the fifth grade
comprehension is greater and
high comprehension and fluency as
level or due to difficulty in
need the extra push to read a
well as their higher Benchmark
comprehension.
book at the fifth grade level.
Placement Level. Students in this
Sarah, Diana, David, and
Ernie, Patrick, and Beth are all
group have the ability to help each
Jennifer, all have a high accuracy reading at a fifth grade level but
other thus allowing them to read a
rate due to the lower reading
need to work on understanding
harder text.
level. While Luke, Robert, Jerry,
what they are reading.
and Michael are reading at a high
level yet are having difficulties
understand the text. The group
will be monitored in
comprehension and fluency.

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Starting
Level

Level S: will challenge readers to


read at a fifth grade level, can
enhance fluency for Diana,
David, Luke, Robert, Jerry,
Michael

Level U: will challenge all the


students to improve their
comprehension and fluency. For
Troy, Farah, Lisa and Jonathan will
face a new challenge as the read
a text out of their comfort zone.

Level Y: will challenge students to help


each other and to practice making
inferences hence resulting in
comprehension.

Step 3- Overview of Classroom Schedule

Monday
(30 minutes
each session)

Whole Group
Blue
Pink
Green

(45 minutes
each session)

Guided Reading

Drop.Everything.And.Read

Comprehensions Tic-TacToe

Drop.Everything.And.Read

Making Inferences
Introduction and Reading

Character Facebook Profile

Drop.Everything.And.Read

Small Group

Individual Work

Blue

All the group.

Pink

Troy, Farah, Lisa, Jonathan,


and Ernie

Green
Wednesday

Whole Group
Blue

Individual Work

Making Inferences
Introduction and Reading
Making Inferences
Introduction and Reading

Individual Fluency
Assessment

Tuesday

Small Group

Interactive Read-Aloud

Comprehensions Tic-TacToe
Guided Reading

Poem Writing

Reading Strategies

Connections

Small Group
Partner Reading

Letter to Character

Individual Work
Recitation of Poems

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
(30 minutes
each session)

Pink
Green

Thursday
(45 minutes
each session)

Fluency Tic-Tac-Toe
Guided Reading

Small Group

Individual Fluency
Assessment

Blue

Inventor
Vocabulary Mavens

Individual Work

Guided Reading

Letter to Character

Pink

Patrick, Beth

Reading

Poem Writing

Green

All the group.

Comprehensions Tic-TacToe

Letter to Character

Friday
30 minutes
each session

Interactive Read-Aloud
Interactive Read-Aloud

Whole Group
Blue
Pink
Green

Interactive Read-Aloud
Interactive Read-Aloud
Interactive Read-Aloud

Small Group

Individual Work

Fluency Tic-Tac-Toe
Guided Reading

Guided Reading
Connections

Reading

Inventor

Step 4-Text Set:


Blue Group: Level S
- DiCamillo, K. (2006). The Tale of Despereaux. Cambridge, MA: Candlewick Press.
Text selected due to appropriate reading level: Scholastic and Fountas&Pinnell
- TimeForKids. Malala Wins Nobel Peace Price. [online] Retrieved from:
http://www.timeforkids.com/node/182746/print [Accessed 18 October 2014].
Text selected due to current news and the vocabulary usage.
Pink Group: Level U
- Dahl, R. & Blake, Q. (2007). The BFG. New York, NY: Puffins Books.

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Text is in the fifth grade level yet still will be challenging for the pink group: Scholastic and Fountas&Pinnell.
Green Group: Level Y
- Golding, W., & Epstein, E. (1959). Lord of the Flies. New York, NY: Penguin Group.
Text will challenge the students since the level according to Fountas&Pinnell is sixth/seventh grade. The text
will allow students to work together to make the needed inferences: Scholastic and Fountas&Pinnell.
- Lowry, L. (1993). The Giver. Boston, MA: Houghton Mifflin.
Text is in the Y level: Scholastic and Fountas&Pinnell.
Whole Class: Level V/O
- Snicket, L. (1999). The Bad Beginning. New York, NY: Harper Collins.
Text will be used as a classroom read aloud, it will be used to help students summarize and respond to
comprehension questions: Scholastic and Fountas&Pinnell.
- dePaola, T. (1988). The Legend of the Indian Paintbrush. New York, NY: Putnam & Grosset Group.
Text will be used to introduce the reading strategy of making inferences.
Step 5- Daily Plans: See Below:
Blue: Pages 7-12
Pink: Pages 13- 18
Green: Pages 19-24
Step 6-Differentation Example: See Below
Step 7- Bibliography:
- Teacherspayteacher.com (2014) Graphic Organizers. [online] Retrieved from: http://www.teacherspayteachers.com
[Accessed 18-19 October 2014].
This website helped me find graphic organizers that were grade level appropriate and that would allow
students to make inferences as well as improving their comprehension and fluency.

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
- TimeForKids. Malala Wins Nobel Peace Price. [online] Retrieved from:
http://www.timeforkids.com/node/182746/print [Accessed 18 October 2014].
Time for Kids was able to provide an article and other ideas that I was able to apply in Guided Reading.
- Tompkins, Gail E. (2010). Literacy in the Middle Grades: Teaching Reading and Writing to Fourth through Eighth
Grade. Boston, MA: Pearson.
This text along with the classroom notes helped me decided how to teach the Guided Reading groups, how to
create the individual works, and how to group the students.

Blue Group
Common Core
Standards

- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text
when explaining what the text
says explicitly and when
drawing inferences from the
text.

- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support comprehension.

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.

Monday
Whole Group:
8:30am 9:00
am

Whole Group: Reading and


Writing
(30 minutes)
Activity: Making Inferences
Introduction and Reading

Small Group: Guided Reading (30


minutes)

- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from
personal opinions or
judgments.

Individual Work: Reading


(30 minutes)

Activity: Readers Discussion

Drop.Everything.And.Read

Continue reading The Tale of


Despereaux. Reminding the students

Student will take their DEAR


book and will read silently

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Teacher:
Will define the reading strategy
of making inferences and will
given examples of how to look
for clues and activate prior
knowledge to make conclusions.
Then read the Tomie dePaola
book The Legend of the Indian
Paintbrush.
Students:
Will have their reading journals
out and will write down the clues
they hear and connections they
make that lead them to make
inferences/conclusions from the
text.
Assessment:
Checking for understanding
through classroom participation
and the content of their reading
journals.
Differentiation Example One:
- High: 8 or more clues and
connections to text.
- Middle: 7 to 5 clues and
connections to text.
-Low: 4 or less clues and
connections to text.

to use the clues and their prior


knowledge to makes inferences.

while annotating their text.

Teacher lead discussion:


What do you think about Lester and
his tears after the decision?
Why did Despereaux break the rules
and why wont he renounce his
actions?
What are your thoughts of the
threadmaster?
What did Despereaux mean when he
said, I honor you, to Princess Pea?
How do you think Despereaux feels?
How do we know this?
Assessment:
Checking for understanding through
classroom participation and the
content of their notes from the
discussion. Listening and observing
their fluency when reading.

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Individual Fluency
Assessment
1-Minute Reading & Updating My
Fluency Notebook
(All of the Blue Group and
Troy, Farah, Lisa, Jonathan,
and Ernie)
Teacher:
Will pull out students one at a
time to do a 1-minute Fountas
and Pinnell Fluency Assessment.
Students: Will read and then
calculate the words read per
minute (wpm) and record their
finding in their fluency
notebook. Students will set a
reasonable goal for with teacher
for next assessment. The
students who are not being
assessed will work using their
indoor voice level in their small
groups or on the individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one
instruction must be provided or
if there needs to be whole
classroom instruction geared to
a specific need.

Small Group:
Comprehensions (45 minutes)

Individual Work: Writing


(45 minutes)

Activity: Comprehensions Tic-Tac-Toe

Activity: Poem Writing

Students:
Will play in partners. They will
determine who is X and who is O.
Then they will role the dice.
Whoever roles the highest number
will go first. The other player will
draw a card and read the question.
The player who rolled needs to
answer the question correct to place
their X or O. Once the student places
the X or O, both students will write
the question down and the answer in
their reading journal.

Teacher:
Will review punctuation with
group explaining the
connection to fluency. Then
will make a list of the
characters in The Tale of
Despereaux book.

Assessment:
Checking for understanding through
review the students journals.

Students:
Will pick a character and will
write a poem about the
character based on the
readings. The poem must
contain different punctuation
marks. Hence allowing
students to see how
punctuation is directly
connected to reading fluency.

Differentiation Example Two:


- High: Correctly answer ten or more
questions with textual evidence.
- Middle: Correctly answer seven to
ten questions using textual evidence
for most questions.
-Low: Correctly answer five or less
questions and only using textual
evidence for three or less questions.

Assessment:
This is a two-day assignment.
Students will turn in poems
tomorrow. Will check for the
use of different punctuation
and that the information for
the character is correct to
determine if students are
understanding what they are
reading.

Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Whole Group: Reading (30


minutes)
Activity: Interactive Read-Aloud
Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined,
teacher will stop and reread
sentence and tell the students
to use the context clues to
define vocabulary word.
Teacher will model fluency.
Students:
Will summarize each chapter
and will use context clues to
define unknown vocabulary
words as well as to make
inferences.

Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Individual Fluency
Assessment
1-Minute Reading & Updating My
Fluency Notebook
(All of the Green Group and
Patrick, Beth)
Teacher:
Will pull out students one at a
time to do a 1-minute Fountas
and Pinnell Fluency Assessment.

Small Group: Reading and Writing


(30 minutes)

Individual Work: Word Work


(30 minutes)

Activity: Partner Reading


- Read one page then switch reader.

Activity: Recitation of Poems

Continue reading The Tale of


Despereaux. Reminding the students
to use the clues and their prior
knowledge to makes inferences.
Students:
In pair students will continue to read
The Tale of Despereaux book. Then
they will write questions to be used
as discussion questions in the next
Guided Reading Group (next
Monday). They must include the
page number with where the answer
can be found in the text. The
question should be written in their
reading journal.
Small Group: Guided Reading (45
minutes)

Teacher:
Will show the students the
following video and explain
how fluency plays a role on
how the poem is read.
Poem: What Teachers Make
Students:
Will read their poems written
yesterday with the correct
fluency due to the
incorporation of distinct
punctuation.
Assessment:
Teacher will collect their
poems and will listen to their
recitation of their poems.
Individual Work: Writing
(45 minutes)

Activity: De-Bugging the Text

Activity: Letter to Character

Teacher:
Before reading, teacher will write the
following words on the board:
activist, Nobel Peace Prize,
suppression, optimism, humanity,
and courage on the board. Then will
ask:

Students:
Will use their character list
from Tuesday that is in their
reading notes book. They will
pick a character in The Tale
of Despereaux book different
from the character used in

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
Students: Will read and then
calculate the words read per
minute (wpm) and record their
finding in their fluency
notebook. Students will set a
reasonable goal for with teacher
for next assessment. The
students who are not being
assessed will work using their
indoor voice level in their small
groups or on the individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one
instruction must be provided or
if there needs to be whole
classroom instruction geared to
a specific need.

Does anyone know the definition of


any of these words?
Teacher will expect to have a at least
four guesses. When students give
their definition or guess teacher will
write then next to the word. Next,
the teacher will read the article
Malala Wins Nobel Peace Price. After
reading, teacher will ask the students
to look at the vocabulary words.
Teacher will ask the students to work
silently for 3- minutes to try to define
the words using the context clues in
the next. Teacher will explain that it
is important to look at the word
before and after the vocabulary
word. Then students will work as a
group for 5-minutes trying to de-bug
the text. Teacher will ask how they
used the text to define these words.
Students:
Will write the six words in their
reading journal.
Will annotate the article as Ms.
Dvila reads. They will underline any
unknown words, and highlight
anything they made a connection to.
They will work individually and in a
whole group to define the words.
Students need to write down the
definition that have come up with as
a group. As students read their group
definition, another students will then
erase their first definitions if incorrect

their poem. They will write a


letter to the character telling
the character how they
should deal with the situation
in the book. Student should
also share their emotions and
thoughts about the book with
the character. Students are to
include vocabulary words
from their readers
vocabulary package.
Assessment:
Teacher will collect and read
the letters. The students
need to have included
vocabulary words. Teacher
will look at sentence
structure, word choice, and to
see that the students
connected to the character
explaining their emotions and
thoughts.
Differentiation Example
Three:
-High: 6 paragraphs and the
use of 20 or more vocabulary
words.
-Middle: 4-5 paragraphs and
the use of at least 15
vocabulary words.
- Low: 3 paragraphs and the
use of at least 10 vocabulary

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
and write the definition the group
decided on.

Friday

Whole Group: Reading (30


minutes)

Assessment:
Checking for understanding through
the first set of definitions before
reading the text and how they were
able to come up with a group
definition using the text. Will look at
their reading journal. Teacher will
also collect the article to address the
unknown words in the next Guided
Reading Group.
Small Group: Fluency (30 minutes)

words.

Individual Work: Guided


Reading (30 minutes)

Activity: Fluency Tic-Tac-Toe


Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Activity: Interactive Read-Aloud


Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined,
teacher will stop and reread
sentence and tell the students
to use the context clues to
define vocabulary word.
Teacher will model fluency.
Students:
Will summarize each chapter
and will use context clues to
define unknown vocabulary
words as well as to make
inferences.

Activity: Connections
Students:
Will work in pairs. Then they will role
the dice. Whoever roles the highest
number will go first. Wherever they
decide to place the X or O, there is a
description of how they will need to
read ONE paragraph from The Tale
of Despereaux book. The
descriptions include: whisper, scared,
monster voice and emotions are also
included such as mad, very excited
voice.
Assessment:
Checking for understanding and
fluency through observing them as
they read. I will be taking notes that
will be discussed with the student

Teacher:
Mini-lesson on the three
types of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)
Teacher will be there
assisting at all time.
Students:
Will take notes in their
reading journal about the
three types of connections.
Will finish the last chapter
chapter of Tale of
Despereaux.
Student will make

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
the in the next minute Fountas and
Pinnell Fluency Assessment. The
observations will then be placed into
their Fluency Notebook.

connections to the Guided


Reading text in their journal
all including contextual
evidence.
Assessment:
Checking for understanding
through correct completion of
connections and the notes
taken in class about the three
connections. Also will
evaluate the contextual
evidence used for each
connection.
Differentiation Example Four:
- High: 5 TS, 4 TT, 3 TW
questions.
- Middle: 4 TS, 3 TT, 2 TW
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English
or their native language.

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014

Pink Group
Common Core
Standards

- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.

Monday

Whole Group: Reading and Writing


(30 minutes)

Whole Group:
8:30am 9:00
am

Activity: Making Inferences


Introduction and Reading

Small Group:
9:00am 9:30
am

Teacher:
Will define the reading strategy of
making inferences and will given
examples of how to look for clues
and activate prior knowledge to
make conclusions. Then read the
Tomie dePaola book The Legend of
the Indian Paintbrush.

Individual Work:
9:30 am 10:00
am

Students:
Will have their reading journals out
and will write down the clues they
hear and connections they make

- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy
and fluency to support
comprehension.

Small Group:
Comprehensions (30 minutes)
Activity: Comprehensions Tic-TacToe
Students will play in partners.
They will determine who is X and
who is O. Then they will role the
dice. Whoever roles the highest
number will go first. The other
player will draw a card and read
the question. The player who
rolled needs to answer the
question correct to place their X
or O. Once the student places
the X or O, both students will
write the question down and the
answer in their reading journal.

- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from
personal opinions or
judgments.
Individual Work: Reading
(30 minutes)
Drop.Everything.And.Read
Student will take their DEAR
book and will read silently
while annotating their text.

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
that lead them to make
inferences/conclusions from the text.
Assessment:
Checking for understanding through
classroom participation and the
content of their reading journals.
Differentiation Example One:
- High: 8 or more clues and
connections to text.
- Middle: 7 to 5 clues and
connections to text.
-Low: 4 or less clues and
connections to text.

Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Individual Fluency Assessment


1-Minute Reading & Updating My
Fluency Notebook
(All of the Blue Group and Troy,
Farah, Lisa, Jonathan, and Ernie)
Teacher:
Will pull out students one at a time
to do a 1-minute Fountas and Pinnell
Fluency Assessment.
Students: Will read and then
calculate the words read per minute
(wpm) and record their finding in
their fluency notebook. Students
will set a reasonable goal for with
teacher for next assessment. The
students who are not being assessed

Assessment:
Checking for understanding
through review the students
journals.
Differentiation Example Two:
- High: Correctly answer ten or
more questions with textual
evidence.
- Middle: Correctly answer seven
to ten questions using textual
evidence for most questions.
-Low: Correctly answer five or
less questions and only using
textual evidence for three or less
questions.
Small Group: Guided Reading
(45 minutes)

Individual Work: Writing


(45 minutes)

Activity: Readers Discussion

Activity: Letter to Character

Continue reading The BFG.


Reminding the students to use
the clues and their prior
knowledge to makes inferences.

Students:
Will use their character
analysis that is in their
reading notes book from last
week. They will pick a
character in The BFG. They
will write a letter to the
character telling the
character how they should
deal with the situation in the
book. Student should also
share their emotions and
thoughts about the book with

Teacher lead discussion:


How do you think that Sophie,
being such a small human is
going to ever be able to stop
giants from eating other people?
What are some risks that could
result from the BFG following

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
will work using their indoor voice
level in their small groups or on the
individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one instruction
must be provided or if there needs
to be whole classroom instruction
geared to a specific need.

through with the plan?


After the dream is mixed, why do
you think Sophie gets a little
nervous about actually going
through with the plan? (The
dream is actually a nightmare).
Describe what your perfect
dream would be. If you were
able to mix the formula for the
dream that you will have tonight,
why would you like to happen?
Assessment:
Checking for understanding
through the group participation
and the content of their notes
from the discussion. Listening
and observing their fluency when
reading.

Wednesday
Whole Group:
8:30am 9:00
am

Whole Group: Reading (30


minutes)

Small Group: Fluency (30


minutes)

the character. Students are to


include vocabulary words
from their readers
vocabulary package.
Assessment:
Teacher will collect and read
the letters. The students
need to have included
vocabulary words. Teacher
will look at sentence
structure, word choice, and to
see that the students
connected to the character
explaining their emotions and
thoughts.
Differentiation Example
Three:
-High: 6 paragraphs and the
use of 20 or more vocabulary
words.
-Middle: 4-5 paragraphs and
the use of at least 15
vocabulary words.
- Low: 3 paragraphs and the
use of at least 10 vocabulary
words.
Individual Work: Word Work
(30 minutes)

Activity: Interactive Read-Aloud

Activity: Fluency Tic-Tac-Toe

Activity: Inventor

Teacher:

Students:

Students:

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Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Will read the book The Bad


Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context
clues to define vocabulary word.
Teacher will model fluency.
Students:
Will summarize each chapter and
will use context clues to define
unknown vocabulary words as well
as to make inferences.

Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Individual Fluency Assessment


1-Minute Reading & Updating My
Fluency Notebook
(All of the Green Group and
Patrick, Beth)
Teacher:
Will pull out students one at a time
to do a 1-minute Fountas and Pinnell
Fluency Assessment.

Will work in pairs. Then they will


role the dice. Whoever roles the
highest number will go first.
Wherever they decide to place
the X or O, there is a description
of how they will need to read
TWO paragraphs from The BFG
book. The descriptions include:
whisper, scared, monster voice
and emotions are also included
such as mad, very excited voice.
Assessment:
Checking for understanding and
fluency through observing them
as they read. I will be taking
notes that will be discussed with
the student the in the next
minute Fountas and Pinnell
Fluency Assessment. The
observations will then be placed
into their Fluency Notebook.

Small Group: Reading/Fluency


(45 minutes)

Will create an advertisement.


Students will think about an
invention that can be useful
for a situation in the text
from the Guided Reading
Group. The students will draw
their invention, and will give
a full description of their
invention. In the description
students are to use at least
15 or more vocabulary words.
The drawing must be in color.
Assessment:
Checking for completion of
task. Must be completed and
presentable will be
displayed on classroom
board.
Homework:
Finish Inventor activity if
unable to complete in class.
Individual Work: Writing
(45 minutes)

Activity: Audiobook

Activity: Poem Writing

Students:
Will read their Guided Reading
book as they listen to the
audiobook. They are to annotate
their book with pencil. They will

Teacher:
Mini-lesson reviewing
punctuation with group
explaining the connection to
fluency. Then will make a list

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Students: Will read and then
calculate the words read per minute
(wpm) and record their finding in
their fluency notebook. Students
will set a reasonable goal for with
teacher for next assessment. The
students who are not being assessed
will work using their indoor voice
level in their small groups or on the
individual work.

have Post-Its where they can


write questions and the page of
the text where they developed
the question. The audiobook will
help students with their reading
fluency. Next Fountas and
Pinnell Fluency Assessment can
be using The BFG and teacher
will be able to compare their
wpm from their fluency
Notebook.

Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one instruction
must be provided or if there needs
to be whole classroom instruction
geared to a specific need.

Friday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:

Whole Group: Reading (30


minutes)

Small Group: Guided Reading


(30 minutes)

Activity: Interactive Read-Aloud

Activity: The BFG Finale

Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context

Teacher:
Will be present to help them.
Students:
Will finish the last chapter of The
BGF. And will complete the BFG
Comprehension Package, which

of the characters in The BFG


book.
Students:
Will pick a character and will
write a poem about the
character based on the
readings. The poem must
contain different punctuation
marks hence allowing
students to see how
punctuation is directly
connected to reading fluency.
Assessment:
Students will turn in poems.
Will check for the use of
different punctuation and
that the information for the
character is correct to
determine if students are
understanding what they are
reading.
Individual Work: Word Work
(30 minutes)
Activity: Connections
Teacher:
Mini-lesson on the three
types of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)

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EE 326: Autumn 2014
9:30 am 10:00
am

clues to define vocabulary word.


Teacher will model fluency.
Students:
Will summarize each chapter and
will use context clues to define
unknown vocabulary words as well
as to make inferences.

includes multiple choice and


short answer questions.

Students:
Will take notes in their
reading journal about the
three types of connections.
Student will make
connections to the Guided
Reading text in their journal
all including contextual
evidence.
Assessment:
Checking for understanding
through correct completion of
connections and the notes
taken in class about the three
connections. Also will
evaluate the contextual
evidence used for each
connection.
Differentiation Example Four:
- High: 5 TS, 4 TT, 3 TW
questions.
- Middle: 4 TS, 3 TT, 2 TW
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English
or their native language.

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Green Group
Common Core
Standards

- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.

- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support
comprehension.

- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular

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EE 326: Autumn 2014
details; provide a summary of
the text distinct from personal
opinions or judgments.

Monday

Whole Group: Reading and Writing


(30 minutes)

Whole Group:
8:30am 9:00
am

Activity: Making Inferences


Introduction and Reading

Activity: Character Facebook


Profile

Teacher:
Will define the reading strategy of
making inferences and will given
examples of how to look for clues
and activate prior knowledge to
make conclusions. Then read the
Tomie dePaola book The Legend of
the Indian Paintbrush.

Teacher:
Will provide a sample Facebook
Profile Template to help students
create the Character Profiles.

Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Students:
Will have their reading journals out
and will write down the clues they
hear and connections they make
that lead them to make
inferences/conclusions from the
text.
Assessment:
Checking for understanding through
classroom participation and the
content of their reading journals.
Differentiation Example One:
- High: 8 or more clues and

Small Group: Comprehension


(30 minutes)

Individual Work: Reading


(30 minutes)
Drop.Everything.And.Read
Student will take their DEAR
book and will read silently
while annotating their text.

Students:
Will create a Facebook Profile for
two characters. The Profile
should include the characters
traits, quotes from the text, a
picture or drawing of the
character, including the emotions
the character feels time stamped
to events in the text. Students
may add pictures or drawings as
the characters posts using the
text information.
Assessment:
Checking for understanding
through reviewing the
information used in the Character
Profiles. Character Profiles must
be completed and presentable

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EE 326: Autumn 2014
connections to text.
- Middle: 7 to 5 clues and
connections to text.
-Low: 4 or less clues and
connections to text.

Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Individual Fluency Assessment


1-Minute Reading & Updating My
Fluency Notebook
(All of the Blue Group and Troy,
Farah, Lisa, Jonathan, and
Ernie)
Teacher:
Will pull out students one at a time
to do a 1-minute Fountas and
Pinnell Fluency Assessment.
Students:
Will read and then calculate the
words read per minute (wpm) and
record their finding in their fluency
notebook. Students will set a
reasonable goal for with teacher for
next assessment. The students who
are not being assessed will work
using their indoor voice level in
their small groups or on the
individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one instruction
must be provided or if there needs

will be displayed on classroom


board.
Homework:
Students will complete the
Character Analysis Worksheet
Small Group: Comprehension
(45 minutes)

Individual Work: Word Work


(45 minutes)

Activity: Practicing Reading


Strategies

Activity: Connections

Teacher:
Mini-lesson on review the seven
Reading Strategies (making
connections, asking questions,
creating sensory images, making
inferences, determining
importance, summarizing,
synthesizing).

Teacher:
Mini-lesson on the three types
of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)

Students:
Will use the seven Reading
Strategies to work in their small
group to complete Determining
Importance in Fiction. Students
will summarize, determine
importance, make connections,
and use the text to support their
work.
Assessment:
Checking for understanding
through reviewing the
information. Teacher will be able

Students:
Will take notes in their reading
journal about the three types
of connections. Student will
make connections to the
Guided Reading text in their
journal all including
contextual evidence.
Assessment:
Checking for understanding
through correct completion of
connections and the notes
taken in class about the three
connections. Also will
evaluate the contextual

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EE 326: Autumn 2014
to be whole classroom instruction
geared to a specific need.

Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Whole Group: Reading (30


minutes)

to identify which one which


Reading Strategies there needs
to be more instruction to ensure
comprehension.

Small Group: Guided Reading


(30 minutes)

evidence used for each


connection.
Differentiation Example Four:
- High: 5 TS, 4 TT, 3 TW
questions.
- Middle: 4 TS, 3 TT, 2 TW
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English or
their native language
Individual Work: Word Work
(30 minutes)

Activity: Interactive Read-Aloud

Activity: Readers Discussion

Activity: Vocabulary Mavens

Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context
clues to define vocabulary word.
Teacher will model fluency.

Continue reading Lord of the


Flies. Reminding the students to
use the clues and their prior
knowledge to makes inferences.

Teacher:
Mini-lesson on how they will
create their vocabulary cards
and what resources they will
and can use.

Students:
Will summarize each chapter and
will use context clues to define
unknown vocabulary words as well
as to make inferences.

Teacher lead discussion:


Howcouldthisnovelbedescribedasan
allegory?Ifitisanallegory,what
messagedoesGoldingseemtowantto
getacrosstohisreaders?Whatallegorical
rolesarethecharactersplaying?
LordoftheFlieswaspublishedin1954,
althoughitissetinsomefictionalfuture.
Inwhatwaysdoesitsmessageseemto
speaktotheviolencethatispresentin

Students:
Will create using 4 by 6 inch
flash cards vocabulary helps
including the definition,
synonym, antonym, and the
sentence from the text. The
group will divide the
vocabulary amongst
themselves. There are a total
of 117 vocabulary words in

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1954?Whataboutviolencetoday?
Doesitmatterthatthesearekids?Would
adultsinthesamesituationactany
differently?
Assessment:
Checking for understanding
through the group participation
and the content of their notes
from the discussion. Listening
and observing their fluency when
reading.

the Lord of the Flies


vocabulary package. Each
student will create 10 or 11
vocabulary cards. After they
are created the cards, in pairs
students will quiz each other
practicing the words. Once
the one pair has learned the
20 vocabulary words, they will
switch with another pair and
will learn these new words.
Learning these words will
enhance comprehension and
will aid them in an activity on
Friday.
Assessment:
Checking for comprehension
of the vocabulary will be
assessed in the word done in
the Friday Word Work
(Inventor).

Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Individual Fluency Assessment


1-Minute Reading & Updating My
Fluency Notebook
(All of the Green Group and
Patrick, Beth)
Teacher:
Will pull out students one at a time
to do a 1-minute Fountas and
Pinnell Fluency Assessment.
Students: Will read and then

Small Group:
Comprehensions (45 minutes)
Activity: Comprehensions Tic-TacToe
Students:
Students will play in partners.
They will determine who is X and
who is O. Then they will role the
dice. Whoever roles the highest
number will go first. The other

Individual Work: Writing


(45 minutes)
Activity: Letter to Character
Students:
Will use their character
analysis that is in their
reading notes from Monday.
They will pick a character in
Lord of the Flies book different
from the character used in

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Catalina Dvila: Classroom Case Study


EE 326: Autumn 2014
calculate the words read per minute
(wpm) and record their finding in
their fluency notebook. Students
will set a reasonable goal for with
teacher for next assessment. The
students who are not being
assessed will work using their
indoor voice level in their small
groups or on the individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one instruction
must be provided or if there needs
to be whole classroom instruction
geared to a specific need.

player will draw a card and read


the question. The player who
rolled needs to answer the
question correct to place their X
or O. Once the student places
the X or O, both students will
write the question down and the
answer in their reading journal.
Assessment:
Checking for understanding
through review the students
journals.
Differentiation Example Two:
- High: Correctly answer ten or
more questions with textual
evidence.
- Middle: Correctly answer seven
to ten questions using textual
evidence for most questions.
-Low: Correctly answer five or
less questions and only using
textual evidence for three or less
questions.

their poem. They will write a


letter to the character telling
the character how they should
deal with the situation in the
book. Student should also
share their emotions and
thoughts about the book with
the character. Students are to
include vocabulary words
from their readers vocabulary
package.
Assessment:
Teacher will collect and read
the letters. The students
need to have included
vocabulary words. Teacher
will look at sentence
structure, word choice, and to
see that the students
connected to the character
explaining their emotions and
thoughts.
Differentiation Example Three:
-High: 6 paragraphs and the
use of 20 or more vocabulary
words.
-Middle: 4-5 paragraphs and
the use of at least 15
vocabulary words.
- Low: 3 paragraphs and the
use of at least 10 vocabulary
words.

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Friday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Whole Group: Reading (30


minutes)

Small Group: Reading/Fluency


(30 minutes)

Individual Work: Word Work


(30 minutes

Activity: Audiobook

Activity: Inventor

Students:
Will read their Guided Reading
book as they listen to the
audiobook. They are to annotate
their book with pencil. They will
have Post-Its where they can
write questions and the page of
the text where they developed
the question. The audiobook will
help students with their reading
fluency. Next Fountas and
Pinnell Fluency Assessment can
be using Lord of the Flies and
teacher will be able to compare
their wpm from their fluency
Notebook.

Students:
Will create an advertisement.
Students will think about an
invention that can be useful
for a situation in the text from
the Guided Reading Group.
The students will draw their
invention, and will give a full
description of their invention.
In the description students are
to use at least 15 or more
vocabulary words. The
drawing must be in color.

Activity: Interactive Read-Aloud


Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context
clues to define vocabulary word.
Teacher will model fluency.
Students:
Will summarize each chapter and
will use context clues to define
unknown vocabulary words as well
as to make inferences.

Homework:
In their reading journal students
will in detailed and contextual
evidence answer the following
three questions:
Onlyonefemalevoiceispresented(very
briefly,andinrecap)inthisnovel,thatof
Piggy'saunt.Wouldthisstoryhavebeen
differentinanyimportantwaysifthere
hadbeenbothboysandgirlsonthe
island?Inotherwords,isthisastory
aboutthecapacityofhumansfor
violence,orisitastoryaboutthemale

Assessment:
Checking for completion of
task. Must be completed and
presentable will be
displayed on classroom board.
Homework:
Finish Inventor activity if
unable to complete in class.

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capacityforviolence?Oristheresimply
notenoughevidencetomakeanargument
eitherway?
HowarethecharactersinLordofthe
Fliespresentedasboth"heroicandsick"
(6)?Asbothsaneandinsane?

Asbothgoodandevil?

WhatroledoesfearplayinLordofthe
Flies?Howdoesfearaffecttheboysas
thestoryprogresses?

27

i Independent reading level: The level at which the student reads the text at 98% or higher accuracy with excellent or
satisfactory comprehension (levels L-Z.)
ii Instructional reading level: At level L-Z, the level at which the student reads the text with 95-97% accuracy and excellent
or satisfactory comprehension; or 98% or higher accuracy and limited comprehension.
iii Comprehension is scored as follows: Excellent: 9-10; Satisfactory 7-8; Limited 5-6; Unsatisfactory 0-4

iv Best level for instruction after considering accuracy, comprehension, fluency,


and processing strategies.