Final Literate Environment Case Study

Lehman College

Summer 2020 Ricardo

 Part 1: Assessment Profile

Introduction
Ricardo is a male fourth grader. He is ten years old. He is an English Language Learner,
Spanish being his first language. As reported by his mother, he does not read at home for
pleasure. However, he does read at home for academic purposes. He often uses technology for
both pleasure and academics. The Interest Inventory for Informational Texts determined topics
that he is interested in. His favorite subject in school is math. He enjoys playing video games,
especially with his older brother. He plays games such as Fortnite, Roblox, and Call of Duty. He
also likes to play card games such as Uno and Yugio. He used to like Pokemon but not as much
lately. When he grows up, he wants to be a Youtuber or a Gamer. He enjoys reading books about
video games, animals, science, and technology. The Elementary Reading Attitude Survey
provided insight into his attitude toward reading academically and recreationally. The raw score
is the amount of points he scored out of total of 40 points. The more positive attitude he has, the
higher points he would earn. The percentile rank shows where he falls in comparison to other
kids in his grade level. Since he is below 50 in the percentile rank for all sections, he has a
negative attitude toward reading.

Recreational Reading Raw Score: 28 Percentile Rank: 41

Academic Reading Raw Score: 25 Percentile Rank: 40
Full Scale Raw Score: 53 Percentile Rank: 38

He felt negatively about reading aloud to his whole class. He felt nervous to speak to a
whole class and preferred reading in a small group. He enjoyed talking about what he read and
asking questions about it. His favorite part about reading was learning new concepts such as new
ideas and new words.

Analysis of Assessment Results

Reading Record
The Reading Record assessed reading fluency and comprehension. It is used to determine
accuracy rate, self-correction rate, words per minute, and words correct per minute. A retell and
Benchmark Passage Quick Check determined how well he comprehended the text.

Level K- Independent
Accuracy Rate 95%
WPM 73.33
WCPM 70
Errors 5
Error Rate 1:22
Self- Corrections 0
Benchmark Passage Quick Check 3/5

Ricardo was assessed on a Level K and scored an independent level. He made five errors,
each by using visual cues. For example, he said “camps” for the word “campsite” and “goodles”
for the word “goodies.” His errors did not make syntactical sense. He made one repetition in
which he said the first four words of a sentence correctly and then went back to repeat it. After
reading, he was asked to retell what happened in the story. He was able to retell the main parts of
the story which included the characters, setting, and main events. Although his decoding did not
directly impact his ability to retell the story, it did affect his accuracy. In the Benchmark Passage
Quick Check, he answered the questions correctly that focused on story elements and sequence
of events. He answered the questions incorrectly that focused on vocabulary and making
inferences.

Level L- Instructional
Accuracy Rate 92%
WPM 80.19
WCPM 73.66
Errors 11
Error Rate 1:12
Self- Corrections 2
Self- Correction Rate 1:6.5
Benchmark Passage Quick Check 2/5

Ricardo was assessed on a Level L and scored an instructional level. He used visual cues
when he made all of his errors. He used syntactical cues for three of his errors. His visual errors
often include him saying the same beginning and ending of the original word, while changing the
middle. For example, he said “tried” for “tired,” “shop” for “stop,” “standing” for “sitting,” and
“longed” for “laughed.” He omitted two words, “in” and “was.” By omitting the word “in,” the
sentence did not make syntactical sense, however he kept reading. While completing this
assessment, he often turned his video on and off. He also yawned numerous times. He would
yawn in the middle of saying a word and then repeat that word. He was then asked to retell what
happened in the story. He was able to retell the main events. He did not name the character; the
character’s name “Wes” was an error he made while reading. He answered the Benchmark
Passage Quick Check afterward. The two questions he scored correctly focused on main idea and
details and analyzing characters.

CORE Phonics Survey

The CORE Phonics Survey assessed phonics related skills such as letter names,
consonant sounds, long and short vowel sounds, short vowels in CVC words, consonant blends
with short vowels, short vowels, digraphs, and -tch trigraphs, r-controlled vowels, long vowel
spellings, variant vowels, low frequency vowel and consonant spellings, and multisyllabic
words. It assessed the ability to decode words with those specific letter-sound correspondences.
Both real words and nonsense (pseudo) words were decoded in this assessment.

Alphabet Skills and Letter Sounds 26/26

Letter names- uppercase
Letter names- lowercase 25/26
Consonant sounds 10/21
Vowel Sounds
Long vowel sounds 5/5
Short vowel sounds 1/5
 Reading and Decoding 12/15
Short vowels in CVC words
Consonant blends with short vowels 9/15
Short vowels, digraphs, and -tch trigraphs 9/15
R- controlled vowels 6/15
Long vowel spellings 9/15
Variant vowels 12/15
Low frequency vowel and consonant spellings 4/15
Multisyllabic words
Closed-closed 1/3
Closed-silent e 0/3
Open/closed-other 0/3
Open or closed 0/3
Silent e 0/3
Consonant -le 1/3
r-Controlled 0/3
Vowel team 0/3

Based on the CORE Phonics Survey, Ricardo was strong in identifying letter names for
both uppercase and lowercase letters. Although he said the lowercase letters d and b correctly, he
said that he sometimes gets confused which way they go. He began to struggle identifying
consonant and vowel sounds. He often said the correct sound but added “ah” and “uh” to the end
of the sound. He shared that letters sounds are hard for him and that he needs to work on it
because he does not understand each one. During the Reading and Decoding section, he
continually identified some correctly but also some incorrectly. His errors always looked visually
similar to the initial word. It was easier for him to read the real words rather than the pseudo
words. He often tried to make the pseudo words into real words such as saying “nope” for “nop”
and “child” for “chid.” As we completed the assessment, he often turned his video on and off. He
mostly kept the video off when he made errors.

MONDO Oral Language Assessment

The MONDO Oral Language assessment determined strengths and weaknesses regarding
a student’s receptive language. It assessed their ability to listen to and understand complex
structures of language.

Set 1 3/5
Set 2 0/5
Set 3 1/5

The MONDO Oral Language Assessment determined that oral language is a challenge
for Ricardo. In this assessment, the student repeated sentences back to the assessor verbatim. In
the first set, he repeated three sentences correctly. After the first sentence, he said, “Hold on, I
need to do something” and put his video off and audio on mute. Then he came back seconds later
and said he was ready. We continued the assessment after that. During the second and third set
he turned his video on and off. He often omitted words in the incorrect sentences. For example, I
said “There are the children.” Ricardo said, “There are children.” Other times he substituted
words, but the sentences had still made syntactical sense. For example, I said “The bird built a
nest high in the tree.” Ricardo said, “The girl built a nest high in the tree.” He had trouble
comprehending complex sentences. Therefore, he was not able to repeat them back.

SOLOM Teacher Observation

The SOLOM Teacher Observation is a rating scale that determined a student’s oral
language proficiency within their daily social activities. It assessed their comprehension, fluency,
vocabulary, pronunciation, and grammar.

Comprehension 2/5
Fluency 3/5
Vocabulary 2/5
Pronunciation 3/5
Grammar 2/5
Total 12/25

The SOLOM Teacher Observation was used during social and academic conversations.
He was strongest in fluency and pronunciation. He spoke in everyday conversation, but academic
discussions were limited. His pronunciation required concentration from the listener. He scored
the lowest in comprehension, vocabulary, and grammar. To comprehend what I said to him, he
often repeated me to make sure he knew what I said. Other times when I asked him questions, he
did not answer me which I was unsure if it was due to comprehension or not listening. He could
verbally convey his ideas in a manner that was comprehendible, but it was not usually
grammatically correct. He used a tier II word to describe a character, such as saying “confident.”
Tier II words are found frequently in academic texts rather than in social conversations. His
vocabulary was overall very limited.

Summary
Ricardo enjoyed discussing what he reads. He felt comfortable reading aloud in a small
group. Therefore, this setting provided a positive environment for him to learn and grow. He
loved to read to learn new topics and ideas. Nonfiction texts interested him more since he likes to
learn from books. When he enjoyed a book he is reading, he naturally engaged in conversation.
In the Elementary Reading Attitude Survey, he stated that he enjoys talking about books and
asking questions. When he is unsure of a statement or question that is spoken to him, he either
asked what was said or repeated it back for confirmation. He was trying to make sense of what
was said to him in order to answer back correctly. In his Reading Records and CORE Phonics
Survey, he used visual cues when solving words. He often said a part or parts of the word
correctly. Therefore, he used his knowledge of letters and letter sounds to decode words while
reading.
Ricardo’s challenges stemmed from oral language and decoding. First, he had challenges
with oral language. Although he tried to understand what is orally said to him, he did struggle
with comprehending more complex sentences as shown in the MONDO Oral Language
Assessment. After observing him through the SOLOM Teacher Observation, he had challenges
in each area of oral language. He struggled with comprehending complex sentences based on the
grammar and vocabulary used within it. His vocabulary and his grammar limit the complexity of
his own sentences as well. His pronunciation and his fluency also limit how much of what he
says can be comprehended by others. He benefited from a more structured discussion that
allowed him to practice speaking in and listening to more complex sentences. Since he enjoyed
nonfiction texts, they were used to engage him in discussions. Second, he struggled with using
word attack skills to decode words. In his reading records, he omitted words he did not know
without trying to sound them out. Other times he said a different word or sound and then moved
onto the next word. His errors often looked visually similar to the initial word. He used his letter-
sound knowledge to decode a word and then moved on. This was shown similarly in the CORE
Phonics Survey. His errors in this assessment also looked visually similar to the initial word.
Since he said a part or parts of the word correctly, he needed to realize it is not the correct word
and fix it. He needed to stop to use specific word attack strategies. This ultimately affected his
reading accuracy because he made many errors. His low accuracy also affected his ability to
answer more complex reading comprehension questions. He needed to slow down his reading
and stop whenever he saw word he did not know, rather than attempting it and moving on.
 Part 2: Summary of Tutoring

Ricardo and I worked together four times a week for five weeks, from July 6th to August
6th. He was absent twice, so we had a total of 18 sessions together. I spent the first week
assessing Ricardo and getting to know him as a reader. During most of our time together, we
focused on reading accuracy and oral language. During the last week, I focused on administering
post assessments.
It was enjoyable working with Ricardo. He showed excitement as we participated in
numerous activities. At times, he would get distracted by background noises and other family
members he was surrounded by. However, he began focusing on the tasks at hand through
intentional and engaging activities. After analyzing the results of the pre-assessments, my goals
were to improve Ricardo's oral language and reading accuracy. His first goal was: By August 8th,
Ricardo will increase his overall total on the SOLOM Teacher Observation from 12 points to 17
points by using correct syntax and elaborating on his ideas. His second goal was: By August 8th,
Ricardo will increase his accuracy rate on a Level L non-fiction text from a 92% to a 96% by
using word-attack skills and self-correcting his miscues.
Throughout the program, Ricardo participated in whole group lessons consisting of five
teachers and five students including himself. The whole group lessons focused on writing. The
writing genres that were used were personal narrative, informational poetic riddles, and opinion.
Although these lessons were not tailored toward his goals, they supported his overall literacy
development. Each genre was modeled, analyzed, and then written with support from the
teacher. At the end of the program he chose his opinion writing piece, stating why schools should
open this fall, to share with his classmates and family members.

Word Study
We started every day with a word study activity. First, we would review and practice the word
attack strategy that was introduced. Then, Ricardo would solve ten words in isolation every day.
Each week, he was given another word attack strategy to use. By the end of the program, he used
four word attack strategies to solve the words. The four strategies he learned were, “Look at All
the Parts of the Word,” “Try It Two Ways,” “Look For a Word Inside a Word,” and “Don’t Just
Say the Words, Figure Out What They Mean Too!” At times, I prompted him to identify the
strategies he used to solve the words. Other times, I prompted him to try certain strategies based
on the word. By the end of the program, Ricardo began both using and identifying the strategies
he used on his own. These strategies were often referenced when he would read texts on his own.
This helped to improve his word attack skills which transferred to his reading accuracy.

Partner Reading
Ricardo and I often used partner reading when we would read a book or article together. Books
and articles were mainly nonfiction to tailor to his interests. For books, he would read the first
page, I would read the second page, and so on. For articles, he would read the first paragraph, I
would read the second paragraph, and so on. Partner reading was chosen to both engage and
support Ricardo. On the pages I read, he was supported by being able to listen to me. Any
difficult vocabulary words were said and explained by me which supported his comprehension. It
was also a place where I could model fluent reading. On the pages that Ricardo read, he would
begin reading on his own. If a word was difficult, I would stop him, and we would choose a
strategy to solve it. He would use the strategies learned during Word Study. We would stop
reading periodically to discuss what was happening in order to support his comprehension.

Repeated Readings
Ricardo took part in repeated readings to support his accuracy. He did this with both books and
with his own writing. As he repeatedly read, his focus was to read the text accurately by
correctly saying the words. He was prompted to use word attack strategies to solve any difficult
words. As the repeated readings went on, his fluency improved. He was able to say the words
with accuracy and expression. For example, during the second week he created the dialogue and
thoughts for the characters in the wordless book “The Lion and The Mouse.” The text was
broken apart into sections and each part was written throughout a span of three days. Before each
day, Ricardo would reread the sections he had already written. By the end of the week, he had
practiced reading the whole text repeatedly and created a read aloud video of it. This activity
engaged him in repeated readings to support his accuracy.

Collaborative Discussions
Ricardo and I utilized collaborative discussions daily during the program. There were two
important aspects of our discussions. First, the language I used during the discussions were very
intentional. I would model using complex sentences and building on his ideas. Then, he would
contribute his ideas in the discussions. I would provide him with sentence starters that allowed
him to expand his ideas. I also prompted him to rephrase my questions when he answered me in
order to support his syntax. I often asked him questions with tier II words so that he could
expand his vocabulary as well. These collaborative discussions directly targeted his goal of
overall oral language improvement.

Interactive Writing
Writing may not have been one of his goals, but interactive writing was utilized numerous times
throughout the program. We used interactive writing to support his oral language. We would
often discuss what he wanted to write before I wrote it on the screen. I would encourage him to
use complex sentences in his writing, using subordinating conjunctions such as “because” to
expand his ideas. Then he would reread his writing numerous times, practicing accuracy and
expression. For example, in the second week we read a wordless picture book and he created the
character’s dialogue and thoughts. I encouraged him to use complex sentences and tier II
vocabulary to enhance his writing. During the third week, we read and analyzed books of
numerous text structures such as description, sequence, cause and effect, and problem and
solution. Then, we wrote articles using each text structure using sharks as our topic. During the
last week, he created a persuasive poster for our essential question and reread it. Interactive
writing allowed him to verbalize his ideas without the pressure of writing himself.
 Part 3: Progress Monitoring/Final Assessments Summary

Reading Accuracy
One of Ricardo’s goals was to improve his accuracy on a Nonfiction Level L text from a
92% to a 96%. The graph below shows his pre-assessment, post-assessment, and progress
monitoring scores throughout the program. Throughout this progress monitoring, Ricardo was
making progress, declined for a week, and then continued making progress toward his goal. His
post-assessment scored 1% below his goal, which was 95% accuracy. Throughout the progress
monitoring, Ricardo mainly used visual cues when making errors. He often said parts of a word,
added an ending to a word, or missed the ending to a word. For example, he had said
“successfully” for “success,” “speed” for “speeding,” and “science” for “scientists.” These errors
were consistent over the weeks. His decline during week three was caused by being unfocused;
he was easily distracted throughout the lessons on that day. He was focused during the other
weeks in which he did show progress. By the post-assessment, he began self-correcting more,
going from zero self-corrections to five self-corrections. Although he did not meet his goal, he
was very close to it. He showed great progress in slowing down his reading, solving difficult
words, and self-correcting his errors.

100

95
Accuracy

90

85
Week

Week

Week

Week

Week
1

Summer 2020
Oral Language
Ricardo’s second goal was to increase his overall total on the SOLOM Teacher
Observation from 12 points to 17 points. Based on the bar graph below, it is evident that Ricardo
exceeded his goal. He scored a total of 18 points on the post-assessment. As the program started,
Ricardo was strongest in fluency and pronunciation and weakest in comprehension, vocabulary,
and grammar. As the weeks progressed, he utilized the discussion skills I taught him to improve
his oral language. He began rephrasing my questions as he answered during week three and
onward. For example, during week three I asked Ricardo the following prompt: If you could
change anything about school what would it be? He immediately answered by saying “I would
change about” and then said “huh.” He stopped to think about his answer. Then he said, “I would
change about school is not walking laps before the good kids because all the kids who gets in
trouble makes everyone do laps for the whole recess.” Although his word order was slightly
incorrect, he clearly tried to rephrase the question into his answer. He also began expanding his
ideas with the word “because” in week three and onward. Those skills improved his overall oral
language.
 20

15
SOLOM Teacher Observation

10

0
Week

Week

Week

Week

Week
1

5
Summer 2020
Ricardo was given the MONDO Oral Language Assessment as both a pre-assessment and
a post-assessment. Based on the data, he improved a total of six points. This shows that his
receptive language improved throughout the program. He understood more complex sentences
since he heard them and repeated them back to me.
MONDO Oral Language Assessment
Pre-Assessment Post-Assessment
Set 1: 3/5 Set 1: 5/5
Set 2: 0/5 Set 2: 3/5
Set 3: 1/5 Set 3: 2/5
Total: 4/15 Total: 10/15

Reading Attitude
Ricardo was given the Elementary Reading Attitude Survey as both a pre-assessment and
a post-assessment. Based on the data, his attitude improved in both sections. His recreational
reading score improved by one point. His academic reading score improved by seven points. His
attitude toward reading academically improved more than recreationally. He moved up three
points in the question that asked how he feels when a teacher asks him questions about what he
read. He moved up two points in the question that asked him how he feels about taking a reading
test. For that question, at first, he said that he’s nervous during reading tests and doesn’t want to
forget everything and get bad grades. In the post-assessment, he said that reading tests help the
teacher to make you learn. His thinking clearly changed and he started to exhibit a growth
mindset. I was intentional in choosing books that he would be interested in and activities that
would engage him. The nonfiction texts I chose primarily focused on animals as he is very
interested in them. We also read about video games which was chosen to engage him. These
engaging texts and activities improved his attitude toward reading academically.
Elementary Reading Attitude Survey
Pre-Assessment Post-Assessment
 Recreational Reading:
Raw Score: 28 Percentile Rank: 41
Academic Reading:
Raw Score: 25 Percentile Rank: 40
Full Scale:
Raw Score: 53 Percentile Rank: 38
Academic Reading:
Raw Score: 29 Percentile Rank: 47
Academic Reading:
Raw Score: 32 Percentile Rank: 79
Full Scale:
Raw Score: 61 Percentile Rank: 66

Ricardo grew new strengths during this program. He continually used his letter-sound
knowledge to solve difficult words. He added new word attack strategies to this as well. When
prompted, he chose a strategy to solve a word while reading. When he stopped to solve a word
on his own, he had naturally chosen a strategy to solve that word. When asked, he named the
strategy he used. He showed this both when reading words in isolation and words in a text during
instruction. Based on his reading records, he read Level L Nonfiction texts with a higher
accuracy by the end of the program. He self-corrected more, showing that he monitored as he
read. He continued to use visual cues when he read and began using syntactical clues as well. If
what he said did not sound right, he often repeated himself and self-corrected. He implemented
the strategies he had learned in order to improve his accuracy and word attack knowledge.
Ricardo became strong in oral language as well. Through both the SOLOM Teacher Observation
and the MONDO Oral Language Assessment, his receptive and expressive language improved.
He understood and spoke in more complex sentences by using tier II vocabulary words,
rephrasing the question, and expanding his ideas.
Ricardo’s challenges continue to stem from reading fluency. Primarily, he needs more
support in accuracy and expression. Ricardo read quickly, which affected his accuracy. Even
when he knew he said a word incorrectly, he often continued to read instead of stopping to solve
it. During classroom instruction, I prompted him to stop every time he made an error. However,
during the assessments, since I was unable to prompt him, he did not always stop when making
an error. This contributed to his slow progress in reading accuracy. Although he had made great
progress in accuracy by the end, he must continue to work on it. Since he had made progress in
accuracy, other parts of fluency can be focused on as well. Ricardo often read without
expression, using a monotone voice as if he were only saying the words. Since Ricardo scored
95% accuracy on the Level L Reading Record post-assessment, it is considered an independent
level text. However, based on my observations, Ricardo’s accuracy is dependent upon the
content in the text and the vocabulary words within in. Therefore, Ricardo’s independent reading
level is a Level K or Level L contingent on the text. These levels are both considered below
grade level. Therefore, vocabulary is another challenge for him. Since he does not know a variety
of tier II words and their meanings, they often affect his accuracy and comprehension.

Further Recommendations
In the future, Ricardo should continue to work on his reading accuracy. He should
continue to use partner reading and repeated readings to support his accuracy. Hearing others
read and practicing reading himself will benefit him as a reader. He should also continue to work
on his oral language. He can benefit from continuing collaborative discussions so that he can
hear others talking as a model and practice his own oral language.
In addition to the activities done already, I would recommend using shared reading,
guided reading, and read alouds with Ricardo. Shared reading would help him practice reading a
text with his peers while also receiving support from the teacher. Guided reading would support
Ricardo in reading instructional level texts which would improve his accuracy. Guiding Reading
is also a place to teach tier II vocabulary words found in the text. Discussing what he reads in the
books will support his oral language, vocabulary, and comprehension. Read alouds would
support him in comprehending complex sentences that are spoken to him. He would need to
listen and understand what is said in the books while also being able to verbalize his ideas on it.

Part 4: Parent Report

To the parents of Ricardo Leal:

Ricardo's energy has been such a pleasure throughout this summer. Seeing his face light
up as he solves words and answers questions has been wonderful. “Wait...that doesn’t sound
right!” was a common phrase he said while reading new words. He shined throughout the
numerous activities he participated in. We worked on two goals this summer: reading accuracy
and oral language. Reading accuracy is reading all the words correctly when reading aloud. Oral
language is speaking and listening to each other clearly. Ricardo participated in activities to work
on these two goals. During the first week, he read a wordless picture book, The Lion and the
Mouse, and created the characters’ thoughts and words based on their actions. As he read and
reread his creation, his voice showed him slowly becoming the characters. His voice sounded
scared as the Lion got stuck in a trap. Then his voice sounded confident when the Mouse saved
the Lion. During the last week of instruction, we researched the advantages and disadvantages of
video games on students. Ricardo was very engaged in finding the answers throughout the
lessons and made connections to himself playing video games. Through these two activities,
Ricardo enjoyed learning and worked on both goals.
Ricardo always uses what he knows about letter sounds to solve words. However, he does
struggle with identifying words correctly while he is reading. His goal was to increase his
reading accuracy on a Level L Nonfiction book from 92% to 96%. Throughout the weeks, he
read closer to his goal and showed progress during our daily readings. By the end of the
program, he scored a final accuracy of 95% as a result of his hard work. We used many activities
to work on this goal. We started each day doing a word attack game. Each week, I gave him a
new word attack skill that he could work on. Below are pictures of the four skills he learned and
practiced.

We practiced using these strategies on ten words each day. Ricardo began using these strategies
on his own, even naming the strategy he used to solve the word. We used these strategies in his
reading as well. He began using these strategies as we read books and articles in order to
improve his accuracy. Accuracy means the number of words he says correctly while reading.
When he says more words correctly when he reads, he will understand the book better. Ricardo
worked hard to improve his accuracy by using these strategies.
Ricardo understands a lot of what is said to him. If not, he always asks for clarification so
that he knows what is said to him. This is a part of his oral language, which has been another
goal for him. Oral language involves speaking and listening to others so that each person
understands each other. We worked on increasing his overall oral language so that he could both
speak in and understand more complex sentences. His goal was to increase his total points on the
Student Oral Language Observation Matrix, a rubric for oral language, from 12 points to 17
points. As I monitored his progress throughout the weeks, he began receiving 15 points on the
rubric. By the end of the program, he exceeded his goal by scoring 18 points on the Student Oral
Language Observation Matrix. This shows he has vastly improved his oral language. We did this
by participating in daily discussions. I asked him to speak in more complex sentences by using
sentence starters. These sentence starters included using the word “because” to allow him to
explain his ideas. I also asked him to rephrase my question in his answer in order to create a
complete sentence. For example, I would ask him “What is your favorite show” and Ricardo
would say “My favorite show is..because…” These activities helped to grow his oral language
and bring his throughts into his language.
Ricardo can benefit from reading and completing activities throughout the rest of the
summer. First, Ricardo should read everyday. He can use websites such as Epic!, Newsela, and
ABCmouse to find books and articles. The first activity he can do is called “Record, Listen,
Reflect.” Ricardo can use a phone to record himself reading a book. Then he can listen to the
recording to see if his reading sounds right, if he missed any words, or if he added any words
while he was reading. This will help him to continue working on his accuracy. The second
activity he can do is called “Wordless Books.” Just as we did during the first week, Ricardo can
read a wordless book and create the words in it. He can name the characters actions, or what they
are doing. Then he can create the character’s thoughts and dialogue. He can share this creation
with you and the entire family.

Books Read This Summer:

• The Ninjabread Man by Fabiano Fiorin, Katrina Charman
• Lucy Tries Soccer By: Lisa Bowes, Narrated by: Heather Gould (AudioBook)
• Who Should I Be: a poem in the text I Like Being Me by Judy Lalli
• April Fool’s by Rus Buyok
• Creepy But Cool: Beastly Bugs by Alan Walker
• How the video game "Fortnite" became baseball's most addictive pastime by Gabe
Lacques, USA Today, adapted by Newsela staff
• Magic Tricks with Coins By: Jenna Lee Gleisner
• The Lion and The Mouse by Jerry Pinkey
• National Geographic Readers: Lions by Laura Marsh
• Mice by Kate Riggs
• Picture Perfect Camping (description)
• Building a Campfire (sequence)
• Fire Ban in Effect (problem and solution)
• Lodging Options For All (compare and contrast)
• Being Prepared While Camping (cause and effect)
• National Geographic Readers: Planets By: Elizabeth Carney
• Shark Attack By: Bob Woods
• A Place for Bats By: Melissa Stewart
• National Geographic Readers: Cats vs. Dogs By: Elizabeth Carney
 • Sharks and Dolphins: A Compare and Contrast Book By: Kevin Kurtz
• A Snake's Life By: Ellen Lawrence
• 13 Advantages and Disadvantages of Playing Video Games By: Gavin Thomas
• Are Video Games BAD For You? | COLOSSAL QUESTIONS
https://www.youtube.com/watch?v=_NdlwUs0X3M
• Elephants By: Kira Freed

Recommended Books on Epic!:

• Sharks: Oceans Alive By: Colleen Sexton

• National Geographic Readers: Dolphins By: Melissa Stewart
• Hey, That's MY Monster! By: Amanda Noll
• Super Cute! Baby Penguins By: Kari Schuetz
• Tornadoes By: Grace Hansen
• Oopsy, Teacher! By: Stephanie Calmenson
• National Geographic Readers: Weather By: Kristin Baird Rattini
• Polar Bears: Animal Safari By: Kari Schuetz
• The Lion and the Mouse By: Diane Marwood
• The Ant and the Grasshopper By: Diane Marwood
• Helen's Birds By: Sara Cassidy (Wordless)
• Light By: Rob Cham (Wordless)
• Field Trip to the Moon By: John Hare (Wordless)
• Blue Rider By: Geraldo Valério (Wordless)
• Monkey Goes Bananas By: C. P Bloom (Wordless)
• Turn on The Night By: Geraldo Valério (Wordless)

Recommended Articles on Newsela:

• Student Opinion: Video gaming can be harmless and even helpful By Cheney Wu,
student contributor, adapted by Newsela staff
• Big bees of "Minecraft" don’t exist, but giant insects once did By Carolyn Wilke, Science
News for Students
• Esports camp provides summer fun for budding pro gamers By Evan Grossman, New
York Daily News, adapted by Newsela staff
• Video of 9-year-old losing soccer game went viral By Allison Klein, Washington Post,
adapted by Newsela staff
• New study: There’s one animal great white sharks are really afraid of By Paul Rogers,
Mercury News, adapted by Newsela staff
• Why the boom in augmented reality toys is here to stay By Katharine Gammon, Tribune
Interactive, adapted by Newsela staff

Best Regards,
Ms. Karen Carlson
Appendices
Week 1: July 6-8
Texts to be used:
• The Ninjabread Man by Fabiano Fiorin, Katrina Charman
 • Lucy Tries Soccer By: Lisa Bowes, Narrated by: Heather Gould (AudioBook)
• Who Should I Be: a poem in the text I Like Being Me by Judy Lalli
• April Fool’s by Rus Buyok
• Creepy But Cool: Beastly Bugs by Alan Walker
• How the video game "Fortnite" became baseball's most addictive pastime by Gabe Lacques, USA Today,
adapted by Newsela staff
• Magic Tricks with Coins By: Jenna Lee Gleisner

Learning Materials: Epic!, Google Classroom, fotojet.com, RazKids, Newsela, Storyboardthat.com

Monday: 7/6 Tuesday: 7/7 Wednesday: 7/8 Thursday: 7/8

Introduce Google Assessment: Assessment: Reading Assessment: Reading

Classroom and set the Elementary Reading Record- Level M Record- Level K
student up. Attitude Survey
Reading: The teacher and Reading: Article on
Assessment: Interest Assessment: CORE student will read a poem Newsela- “How the video
Inventory for Phonics Survey (Who Should I Be). The game "Fortnite" became
Informational Texts: teacher will read it and then baseball's most addictive
Things That Interest Me. Reading: Listen to an the student will afterwards. pastime”
audio book (Lucy Tries They will discuss what the https://newsela.com/read/ele
Reading: Read a fiction Soccer). poem means and how it m-baseball-
text together (The relates to the fortnite/id/43783?search_id
Ninjabread Man.) The Discussion: What did accompanying picture. =07544941-143e-40bd-
teacher will read one Lucy do to warm up They will discuss why the a3a0-58337bb5a884
page and the student will before the game? Did author wrote this poem. We will annotate the text-
read the next page, Lucy use what she discussing the main points
continually following practiced in the game? Activity: The teacher will of each section.
this pattern. They will model creating a collage
stop and discuss what is Activity: The student online using fotojet.com. Discussion and Writing:
happening in the text. will create 2-3 goals he The student will create an Reading response question
wants to work online collage using the via Google Doc- Why did
Discussion: What was on/practice this summer same website to showcase the author probably write
the problem/solution? via Google Slides. who they are, their likes this selection? How do you
What did the main and interests. know?
character learn in this Assessment: MONDO
story? Oral Language Assessment: Reading Activity: Teacher will
Record- Level L model using
Introduce RazKids and Brain Break- GoNoodle storyboardthat.com. Student
show how to use/access Activity: Jeopardy will create a storyboard
it if needed. Show where Reading: April Fool’s Reading/Writing Game comic: “Day in the Life of
to complete the by Rus Buyok on Raz https://jeopardylabs.com/pl Playing Fortnite as an
benchmark passage. Kids. The teacher will ay/3rd-grade-reading-and- Athlete”
read one page and the writing
Assign for student will read the Brain Break- GoNoodle
asynchronous next page, continually Reading: Creepy But
instruction: Benchmark following this pattern. Cool: Beastly Bugs by Reading: Magic Tricks with
Passage on Learning A- They will stop and Alan Walker. The teacher Coins By: Jenna Lee
Z: Level M discuss what is will read one page and the Gleisner. The teacher will
happening in the text. student will read the next read one page and the
page, continually following student will read the next
this pattern. They will stop page, continually following
this pattern. They will stop
 Assign for and discuss what is and discuss what is
asynchronous happening in the text. happening in the text.
instruction:
Benchmark Passage on Assign for asynchronous Assign for asynchronous
Learning A-Z: Level M instruction: Read on Epic- instruction: Read on Epic-
National Geographic Creepy But Cool Skeletons
Readers: Spiders By: Alan Walker
By: Laura Marsh
Week 2: July 13-16
Group Instruction:
Week 2: July 13 - July 16
Theme/Essential Question: Personal Narrative (small moment): How can you use a narrative to describe your
experience during the COVID19 pandemic?
Standards:
CCSS.ELA-LITERACY.W.4./ 5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
Texts to be Used: The Night of The Veggie Monster by George McClements, “My Summer” Short Story
Materials: Graphic Organizers, “My Summer” Short Story, The Night of The Veggie Monster by George
McClements Youtube Video

Monday Tuesday Wednesday Thursday

Objective: SWBAT
evaluate and identify
features of narrative writing
and brainstorm ideas for
their independent pieces.
Procedure: The teachers
will read aloud a sample
writing/story of a personal
narrative and identify the
features that make up a
successful personal
narrative piece. The students
will brainstorm out loud and
begin adding ideas to their
organization webs.
1. Introduce Narrative
Writing as our
focus for the week.
-Angelina
2. Play The Night of
The Veggie
Monster once.-
Karen share’s
screen
3. Play The Night of
The Veggie
Monster again and
provide the
questions below to
think about during
the second reading.
Objective: SWBAT draft
an introduction to their
writing using author’s
craft techniques.
Procedure: The teachers
will identify and discuss
crafting techniques to
support the students in the
introduction of their
personal narrative about
their experience during
COVID-19. Hook the
reader, grab their
attention.
Examples: This summer,
One day, On a cold night,
Monday morning…)
1. Go over
organization web
from yesterday.-
Elizabeth
2. Read the
introduction from
the “My
Summer” short
story. -Jennifer
3. Students will
identify craft
techniques used
within the
Objective: SWBAT draft
the body of their narrative
using a sequence of
events.
Procedure: The teachers
will identify and discuss
crafting techniques to
support the students in the
body paragraphs of their
personal narrative about
their experience during
COVID-19.
Examples: Dialogue,
descriptive words,
exaggeration, Sequence
words (first, next, then,
after that, last)
1. Read
introduction to
class.
.-Elizabeth
2. Read the body
paragraphs from the “My
Summer” short story. -
Jennifer/Amanda
3. Students will
identify craft techniques
used within the body
paragraphs, Angelina
4. Teachers will
record answers on an
Objective: SWBAT
draft a conclusion using
author’s craft
techniques.
Procedure: The
teachers will identify
and discuss crafting
techniques to support
the students in the
conclusion of their
personal narrative about
their experience during
COVID-19.
Examples: Wrap-Up
1. Read intro and
body
paragraphs
from the days
beforehand.
-Elizabeth
2. Read the
conclusion from the
“My Summer” short
story. -
Jennifer/Amanda
3. Students will
identify craft techniques
used within the
conclusion and the
purpose of a
conclusion..Angelina
 -Karen share’s introduction.
Screen, Elizabeth Angelina
explains questions 4. Teachers will
to guide thinking. record answers
4. “Think about your on an anchor
own time during chart. -Amanda
the COVID-19 Teachers will
Pandemic. What annotate the
moments stood out introduction to
to you?”- Jennifer highlight these
5. Students will techniques.-
brainstorm their Karen
own ideas and 5. Students will
begin creating their begin writing their
organization web.- introduction. Students will
Amanda break out into small
groups for support.
Questions to Guide
Thinking: Questions to Guide
• How did you feel Thinking:
while listening to • How did the
the story? writer “grab” the
• What emotions did reader in the
you experience? story?
• What • What elements if
thoughts/connectio writing were
ns came to your included?
mind?
• How is the story an Materials: The Night of
example of a The Veggie Monster
personal narrative? https://www.youtube.com/
watch?v=9Zo7yNlktW0
Materials: The Night of
The Veggie Monster Short Story for Modeling
https://www.youtube.com/w “My Summer”:
atch?v=9Zo7yNlktW0 https://i.pinimg.com/origi
nals/8a/bd/c8/8abdc82adb
Asynchronous 02660ebe987b5654cb07d
Assignment: Continue to c.jpg
add ideas to your web for
tomorrow’s whole group Asynchronous
session. Be prepared to Assignment: After
discuss your ideas individual conferences,
students will revise/edit
their personal narrative
writing piece to be
discussed the next day in
the whole group session.
Individual Instruction:
anchor chart. Teachers 4. Teachers will
will annotate the body record answers on an
paragraphs to highlight anchor chart. Teachers
these techniques.-Karen will annotate the
5. Students will conclusion to highlight
begin writing their body these techniques. -
paragraphs in break-out Karen
groups. 5. Students will
begin writing their
Questions to Guide conclusion.
Thinking:
• How are the Questions to Guide
writer’s thoughts Thinking:
organized? • How is the
• What elements writing tied
are used to together at the
convey the ideas end?
to the reader? • Which part of
• How does the the story does
writer keep the it connect to?
reader engaged? • What is the
purpose of the
Materials: Short Story for ending?
Modeling “My Summer”:
https://i.pinimg.com/origi Materials: Short Story
nals/8a/bd/c8/8abdc82adb for Modeling “My
02660ebe987b5654cb07d Summer”:
c.jpg https://i.pinimg.com/ori
ginals/8a/bd/c8/8abdc8
Asynchronous 2adb02660ebe987b565
Assignment: After 4cb07dc.jpg
individual conferences,
students will revise/edit Asynchronous
their personal narrative Assignment: After
writing piece to be individual conferences,
discussed the next day in students will reread
the whole group session. their personal narrative
and celebrate their
completion of it.

Essential Question: What internal traits influence one’s thoughts and actions?

Texts to be used:
• The Lion and The Mouse by Jerry Pinkey
• National Geographic Readers: Lions by Laura Marsh
 • Mice by Kate Riggs

Learning Materials: Epic!, Google Classroom, Google Slides, RazKids, Level L Nonfiction Running Record,
Discussion Prompt-SOLOM Teacher Observation, Character Traits List
https://iblog.dearbornschools.org/haidarj/wp-content/uploads/sites/1047/2015/11/character-traits2-791x1024.jpg

Standards:
CCSS.ELA-Literacy.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
clearly.

Google Slide for the Week: The week’s procedure/activities will be used in this Google Slide.
https://docs.google.com/presentation/d/1f8-fEJ7i6oAfXr91BB7QjsUHlE79sjE2RBN480TaEN0/edit?usp=sharing
Monday: 7/13 Tuesday: 7/14 Wednesday: 7/15 Thursday: 7/16

SWBAT identify SWBAT create thoughts SWBAT create thoughts SWBAT create thoughts
character traits for the and dialogue for the and dialogue for the and dialogue for the
characters Lion and characters in “The Lion and characters in “The Lion characters in “The Lion
Mouse in “The Lion and The Mouse.” and The Mouse.” and The Mouse.” SWBAT
The Mouse.” SWBAT identify traits of a SWBAT reread for reread for fluency.
SWBAT Identify traits Lion. fluency. SWBAT identify traits of
of a Lion. SWBAT identify traits of a Mouse
Writing Conference- a Mouse.
Writing Conference- After group instruction: Writing Conference-
After group Reread his writing. Teacher Writing Conference- After group instruction:
instruction: Check-up will provide glow and After group instruction: Reread his writing.
on his brainstorming grows of his introduction. Reread his writing. Teacher will provide glow
ideas. He will work on his grows Teacher will provide glow and grows of his
for asynchronous and grows of his body conclusion. He will
Warm-Up: Student will instruction. paragraph. He will work celebrate his narrative and
solve 10 words in on his grows for can work on his grows for
isolation by using the Warm-Up: Student will asynchronous instruction. asynchronous instruction.
word attack skill “Look solve words in isolation by
at All the Parts of the using the word attack Warm-Up: Student will
Word.” skill: “Look at All the Parts Warm-Up: Student will solve words in isolation by
of the Word.” solve words in isolation using the word attack
Introduction: Teacher by using the word attack skill: “Look at All the
will identify her own Activity: The student will skill: “Look at All the Parts of the Word.”
character traits and create the dialogue/thoughts Parts of the Word.”
place them in the on the first 10 pages of the Activity: The student will
graphic organizer web. text. For each page he will Activity: The student will reread what he wrote on
Student will then explain what’s happening. reread what he wrote on the first 20 pages. The
identify his own Then he will create the first 10 pages student will create the
character traits, giving thoughts and/or dialogue yesterday. The student dialogue/thoughts on the
explanations for each that match the actions. The will create the last 10 pages of the text.
one-the teacher will teacher will write what the dialogue/thoughts on the The teacher will record the
write them in his student says onto each page. next 10 pages of the text. student reading the book,
graphic organizer web creating his own read a
on Google Slides. loud video.
 Nonfiction Reading: The Nonfiction Reading: The
Reading: The student teacher and student will teacher and student will Nonfiction Reading: The
and teacher will “read” continue to partner read the partner read the text Mice teacher and student will
the wordless picture text National Geographic by Kate Riggs (pages 4- continue to partner read
book “The Lion and the Readers: Lions by Laura 11). Based on the actions the text Mice by Kate
Mouse.” On each page, Marsh (pages 12-31). Based that the mice do, the Riggs (pages 12-19).
the student will describe on the actions that the lions student will identify traits Based on the actions that
the character’s actions do, the student will identify for them. The teacher will the mice do, the student
that he notices. traits for them. The teacher jot them down in the will identify traits for
will jot them down in the Google Slide. them. The teacher will jot
Discussion: The student Google Slide. them down in the Google
will identify character Progress Monitoring: Slide.
traits for the Lion and Level L Nonfiction
the Mouse and use the Reading Record- “Bullet Progress Monitoring:
characters actions to Trains” on RazKids Discussion Prompt-
support it. Teacher will SOLOM Teacher
jot down his ideas on Observation (If you could
the Google Slide. have any superpower,
Sentence Starters for what would it be and
Discussion: why?)
Lion is __. I know this
because___.
Mouse is __. I know
this because __.

Nonfiction Reading:
The teacher and student
will partner read the text
National Geographic
Readers: Lions by
Laura Marsh (pages 4-
11). Based on the
actions that the lions do,
the student will identify
traits for them. The
teacher will jot them
down in the Google
Slide.
Week 3: July 20-23
Group Instruction:
Week 3: July 20 - July 23
Theme/Essential Question: Nonfiction (Informational) Writing: Informational Poetic Riddles
Standards: CCSS.ELA-LITERACY.W.4.2 / 5.2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Texts to be Used:
Materials: https://www.englishclub.com/kids/what-am-i.htm ,

Monday Tuesday Wednesday Thursday

Objective: SWBAT Objective: SWBAT Objective: SWBAT Objective: SWBAT
understand the identify and create a incorporate figurative perform their poetic
difference between a poetic riddle. language in their poetic riddles.
fact and an opinion. riddles.
SWBAT brainstorm Procedure: Procedure:
topic ideas. Procedure:
 1. Display a riddle 1. Display a riddle for 1. Display a riddle
Procedure: for the class to the class to solve. for the class to
15 min mini lesson, 15 solve. (Medium (Hard level) solve.
minute breakout room & Hard level) - Activate prior 2. Review what
1. Display a Elizabeth knowledge - poetic riddles are
riddle for the 2. Annotate Riddle Elizabeth and that they are
class to solve. -Jennifer 2. Teach types of using facts to
Elizabeth What is a figurative language write their
2. Explain the poem? How is with an anchor chart. poem.
difference between a this riddle Personification, Break into groups:
Fact and an Opinion. written like a hyperbole, simile, 1.Students will review
Jennifer poem? onomatopoeia, their poem, to share with
Anchor Chart: Angelina alliteration. the whole group.
https://i.pinimg 3. Model writing a https://i.pinimg.com/
.com/originals/ Riddle/Poem. 736x/4c/e6/26/4ce62 Questions to Guide
ed/88/7d/ed88 Topic: The 6e68b2cd82ebcab87 Thinking:
7d7f8b25d482 Beach-Amanda fcdf8dd450-- -What are poetic riddles?
e37ad453f148 figurative-language- -What is included in
df28.jpg Break out into groups: anchor-chart.jpg poetic riddles?
3. Fact vs. Students will share the Angelina
Opinion Game facts they found for 3. Model revisions Materials: Student’s
https://docs.google.com homework with their with figurative language with poetic riddles
/presentation/d/1HborQ group. Facts can be “The Beach” example.
WTw- placed in a graphic 4. Personification: Line Asynchronous
kFL1EkGFlrDaKmruL organizer. 1 - I am grainy like sugar, but Assignment:To introduce
CBpk6eQ_- don’t eat me. Amanda the topic of Opinion
Fk0AQ5kc/edit?usp=sh Questions to Guide Alliteration: Line 2 - Writing, students will
aring -Karen Thinking: Seashells surround brainstorm reasons why
4. Nonfiction -What is a poem? the sand castle - school should or should
purpose and elements- -How is this riddle Elizabeth not reopen by using a
real facts, don’t use written like a poem? Simile:Line 3-High graphic organizer.
your opinion, teaches Tides as tall as a Students must come up
the reader. Angelina Materials: mountain. with three reasons why.
5. Model https://www.englishclub. Line 4 Hyperbole: CHALLENGE: Find one
Brainstorming Topics com/kids/what-am-i.htm, The rocky sand is fact to support one of your
to write about. Model Model Riddle, Model sharp like knives.- reasons.
where to find annotating text with facts Karen
information (books, Onomatopoeia: Line
news, videos, pictures, Asynchronous 5: “SPLASH
internet) -Amanda Assignment: SPLASH, WOOSH
Assign a reading on their WOOSH”. There are
Break Into Groups: topic. Pick out two facts. many people here!
1. Groups will Jennifer
decide on their
topics. Break out into groups:
Groups will begin creating
Questions to Guide their riddle, incorporating
Thinking: figurative language as well.
-What is fact? How do
you if it is a fact? Questions to Guide
-What is an opinion? Thinking:
How do you know if it -What is figurative language?
is an opinion? -What are examples/types of
-What is the purpose of figurative language?
nonfiction writing?
 Materials:
Materials: https://i.pinimg.com/736x/4c/
https://www.englishclu e6/26/4ce626e68b2cd82ebca
b.com/kids/what-am- b87fcdf8dd450--figurative-
i.htm language-anchor-chart.jpg,
“The Beach” Poetic Riddle,
Asynchronous Riddles
Assignment:
-Begin to collect facts Asynchronous Assignment:
on their topic and Students will practice their
provide their source. poems at home.
Optional: They can also
record, listen and reflect on
their performance.
Individual Instruction:
Essential Question: How does the author’s use of structure affect the meaning of the text?

Texts to be used:
• Picture Perfect Camping (description)
• Building a Campfire (sequence)
• Fire Ban in Effect (problem and solution)
• Lodging Options For All (compare and contrast)
• Being Prepared While Camping (cause and effect)
• National Geographic Readers: Planets By: Elizabeth Carney
• Shark Attack By: Bob Woods
• A Place for Bats By: Melissa Stewart
• National Geographic Readers: Cats vs. Dogs By: Elizabeth Carney
• Sharks and Dolphins: A Compare and Contrast Book By: Kevin Kurtz
• A Snake's Life By: Ellen Lawrence

Learning Materials: RazKids, Epic!, Google Classroom, Google Slides, Word Doc- Newspaper Template, Reading
Passages

Standards:
CCSS.ELA-Literacy.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
clearly.

Google Slide for the Week: The week’s procedure/activities will be used in this Google Slide.
https://docs.google.com/presentation/d/1XET3kEY5TJfisqn1N5TxIZO6AbB0wM5T5C4APU6OBRY/edit?usp=sha
ring
Monday: 7/20 Tuesday: 7/21 Wednesday: 7/22 Thursday: 7/23

SWBAT identify text SWBAT identify text SWBAT identify text SWBAT identify text
structure clues within a structure clues within a structure clues within a structure clues within
description piece. problem and solution piece compare and contrast piece. a sequence piece.
SWBAT create a SWBAT create a problem SWBAT create a compare and SWBAT create a
description paragraph. and solution paragraph. contrast paragraph. sequence paragraph.
Writing Conference-
After group instruction:
Discuss where he can
look for information on
his topic. Explain to write
his information and
sources into Google
Classroom.
Warm-Up: Teacher will
introduce and model
using the new strategy:
“Try It Two Ways.”
Student will solve 10
words in isolation by
using the word attack
skills: “Look at All the
Parts of the Word” from
last week, and “Try It
Two Ways,” the new
strategy.
Introduction: The
teacher will display an
anchor chart and explain
what a text structure is.
Then she will display a
description chart,
explaining what a
description piece is.
Reading: The teacher
will read the passage
“Picture Perfect
Camping” Then the
teacher and student will
choral read the passage.
They will annotate the
text to identify how/why
it is a description piece.
Guiding Questions:
-What topic is being
described?
-How do we know what a
campsite looks and
sounds like? Which
sentence/words tell us?
-What are three things
you may see at a
campsite?
Discussion and Writing:
The student will choose a
topic he knows a lot
Writing Conference-
After group instruction:
Discuss the facts he found
and where he can find more
(books on epic).
Warm-Up: Student will
solve words in isolation by
using the word attack
skills: “Look at All the
Parts of the Word” and
“Try It Two Ways.”
Introduction: The teacher
will display a problem and
solution chart, explaining
what a problem and
solution piece is.
Reading: The teacher will
read the passage “Fire Ban
in Effect” Then the student
will read the passage. They
will annotate the text to
identify how/why it is a
problem and solution piece.
Guiding Questions:
-What is the problem? -
Why is this a problem?
-What is the solution?
-Why are fire bans
necessary? What would
happen without them?
Discussion and Writing:
The student will use the
graphic organizer to help
him identify a problem and
solution in his topic
(sharks). If he has difficulty
coming up with a
problem/solution for
sharks, they will read page
27 from the text “Shark
Attack” By: Bob Woods.
Guiding Questions &
Sentence Stems:
-What is a problem sharks
may have?
The problem is __ because
__.
-Why is it a problem?
It is a problem because
___.
Writing Conference- After
group instruction:
Discuss the facts he found and
where he can find more
(videos).
Warm-Up: Student will solve
words in isolation by using
the word attack skills: “Look
at All the Parts of the Word”
and “Try It Two Ways.”
Introduction: The teacher
will display a compare and
contrast chart, explaining
what a compare and contrast
piece is.
Reading: The teacher and
student will choral read the
passage “Lodging Options
For All” They will annotate
the text to identify how/why it
is a compare and contrast
piece.
Guiding Questions:
-What two things are being
compared and contrasted?
-What part of indoor/outdoor
camping is discussed first?
Second?
-In what way are they alike?
Different?
Discussion and Writing: The
student will use the graphic
organizer to help him
compare and contrast his topic
to another familiar one. If he
has difficulty coming up with
an idea we will read the text
“Sharks and Dolphins: A
Compare and Contrast Book”
By: Kevin Kurtz for support.
Guiding Questions &
Sentence Stems:
-Who can we compare sharks
to?
-How are they alike?
They are alike because ___.
They have __ in common
because __.
-How are they different?
Writing Conference-
After group
instruction:
He will reread the
informational poetic
riddle he and his
group created. He
will explain his
favorite part of
creating the riddle.
Warm-Up: Student
will solve words in
isolation by using the
word attack
skills: “Look at All
the Parts of the
Word” and “Try It
Two Ways.”
Introduction: The
teacher will display a
sequence chart,
explaining what a
sequence piece is.
(Activate prior
knowledge by
referencing using
transition words in
narrative writing).
Reading: The teacher
and student will
choral read the
passage “Building a
Campfire” They will
annotate the text to
identify how/why it is
a sequence piece.
Guiding Questions:
-What words give us
clues that it’s a
sequence piece?
Transition words?
-What do we do first,
next, then, last?
-Do they need to
happen in this order?
Why?
Discussion and
Writing: The student
will use the graphic
organizer to help him
about. He will use the
graphic organizer to help
him describe his topic.
Guiding Questions &
Sentence Stems:
-What does it look like?
-What does it sound like?
It sounds __ so that __.
-What does it smell like?
It smells __ because __.
-What does it taste like?
It tastes __ since __.
What does it feel like?
It feels __ because __.
Then he will create
sentences for it, making it
into a description
paragraph. The teacher
will write it as the first
article in his own
newspaper. After writing
it, the student will reread
his work.
Asynchronous
Instruction:
Read “National
Geographic Readers:
Planets” By: Elizabeth
Carney on Epic! Answer
the response questions:
Why is description the
text structure for this
book?, What specific
topic is being described
in this text?, What is
important to remember
about this topic?
-How can it be solved?
It can be solved by ___.
Then he will create
sentences for it, making it
into a paragraph. The
teacher will write it as the
next article in his own
newspaper. After writing it,
the student will reread his
work.
Asynchronous
Instruction:
Read A Place for Bats
By: Melissa Stewart on
Epic! Answer the response
questions: What is one
problem bats face? How
can that problem be
solved?
-They are different because
__.
Then he will create sentences
for it, making it into a
paragraph. The teacher will
write it as the next article in
his own newspaper. After
writing it, the student will
reread his work. Due to time
constraints during teaching,
the writing portion was not
completed. The teacher and
student filled in the graphic
organizer and had a
discussion about the compare
and contrast piece.
Progress Monitoring: Level
L Nonfiction Reading
Record- Kid Rappers
Asynchronous Instruction:
Read National Geographic
Readers: Cats vs. Dogs
By: Elizabeth Carney
On Epic! Answer the
response questions: What is
being compared?, How are
they alike?, How are they
different?
create a sequence
piece for his topic
(sharks).
Guiding Questions &
Sentence Stems:
-What events need to
take place?
-What happens first,
next, then, last?
First __ because __.
Next __ because __.
Then __ because __.
Last __ because __.
Then he will create
sentences for it,
making it into a
paragraph. The
teacher will write it as
the last article in his
own newspaper. After
writing it, the student
will reread his work.
Reread: The student
will read all of the
articles in his
newspaper.
Progress
Monitoring:
Discussion Prompt-
SOLOM Teacher
Observation: (If you
could change
anything about school
what would it be?)
If there is time-
Writing: The student
will use the compare
and contrast graphic
organizer from
yesterday to write a
paragraph.
Asynchronous
Instruction: Read A
Snake's Life By:
Ellen Lawrence on
Epic! Answer the
response question:
What are the events,
in order, for the life
cycle of a snake?
Week 4: July 27-30
Group Instruction:
Week 4: July 27 - July 30
Theme/Essential Question: Opinion/Argument
Standards:CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Texts to be Used:
Materials: Anchor Chart, Writing Example, Graphic Organizer

Monday Tuesday Wednesday Thursday

Objective: SWBAT evaluate and Objective: SWBAT Objective: SWBAT Objective: SWBAT
identify features of an draft an introduction to draft the first body draft the body
opinion/argument writing and their opinion/argument paragraph for their paragraphs for their
brainstorm ideas for their writing. opinion/argument opinion/argument
independent pieces. writing. writing.
Procedure:
Procedure: The teachers will read 1. Read Procedure: Procedure:
aloud a sample writing of an introduction 1. Read the first 1. Read the
opinion/argumentative piece and of writing body remaining
identify the features that make up example. - paragraphs of body
a successful Amanda the writing paragraphs of
opinion/argumentative piece. The Students will example. - the writing
students will brainstorm out loud identify craft Elizabeth example.
and begin adding ideas to their techniques in Students will Students will
organization webs. the identify craft identify craft
introduction. techniques in techniques
1. Introduce opinion (started with the body (transition
writing as our focus for the opposite paragraph.(Sta words/phrases
the week. side, stated te reasons, , state reasons,
Anchor Chart: opinion) - state use examples).
https://i.pinimg.com/origi Amanda examples- 2. Break into
nals/08/2e/25/082e25bcfc 2. Break into using facts, groups and
b40f6dbf0c08beabefad5a. groups and write their transition write the
jpg -Elizabeth introduction. words) remaining
2. Introduce mentor opinion 3. Come together 2. Break into paragraphs.
writing piece. -Jennifer talks as a whole group and groups and write a 3. Come together
-Karen shares screen share introductions body paragraph. as a whole
and annotates aloud. 3. Come together group and
3. Then students will as a whole group and share writing
identify features of the mentor Questions to Guide share writing aloud. aloud.
writing. Thinking:
https://docs.google.com/ -How did the writer Questions to Guide Questions to Guide
document/d/1v- introduce the topic? Thinking: Thinking:
klhiv0JuQF_- - What is included in -How does the writer -How does the writer
r8vBzdJeUwrHbTdTRi the introduction? use reasons and use reasons and
k2TcNNXxnP0/edit?usp examples to write the examples to write the
=sharing Materials: body paragraph? body paragraph?
Angelina Writing Example: -How does the writer -How does the writer
4. Students will decide https://docs.google.co persuade the reader persuade the reader
whether they want school to open m/document/d/1v- with reasons and with reasons and
or close. -Karen klhiv0JuQF_- examples? examples?
We will model how to r8vBzdJeUwrHbTdT
use the graphic organizer. Rik2TcNNXxnP0/edit Materials: Materials:
Amanda ?usp=sharing Writing Example: Writing Example:
 5. Break-up into groups Asynchronous https://docs.google.co https://docs.google.co
based on their opinions. If all of Assignment: m/document/d/1v- m/document/d/1v-
the students agree, we will stay in Finish writing their klhiv0JuQF_- klhiv0JuQF_-
one big group. introduction. Prepare r8vBzdJeUwrHbTdT r8vBzdJeUwrHbTdT
6. In groups, students will for writing body Rik2TcNNXxnP0/edit Rik2TcNNXxnP0/edit
identify reasons for their opinion paragraphs. ?usp=sharing ?usp=sharing
by using an opinion writing web.
Graphic Organizer: Asynchronous
https://www.scholastic.co Assignment:
m/content/dam/teachers/b -Prepare outline for Asynchronous
logs/genia- body paragraphs 3 and Assignment:
connell/migrated- paragraph 4. Continue • Prepare
files/opinion_graphic_org to provide reasons and outline for
anizer.pdf examples for conclusion
paragraphs. paragraph.
Questions to Guide Thinking:
-What is an opinion? What is
opinion writing?
-What makes “opinion writing”
persuasive?

Materials:
Writing Example:
https://docs.google.com/docume
nt/d/1v-klhiv0JuQF_-
r8vBzdJeUwrHbTdTRik2TcNN
XxnP0/edit?usp=sharing
Anchor Chart:
https://i.pinimg.com/originals/08/2
e/25/082e25bcfcb40f6dbf0c08bea
befad5a.jpg
Graphic Organizer:
https://www.scholastic.com/conten
t/dam/teachers/blogs/genia-
connell/migrated-
files/opinion_graphic_organizer.p
df

Asynchronous Assignment:
Find evidence to support your
reasons.
Individual Instruction:

Essential Question: How can video games affect students in the classroom?
Texts to be used:
• 13 Advantages and Disadvantages of Playing Video Games By: Gavin Thomas
• Are Video Games BAD For You? | COLOSSAL
QUESTIONS https://www.youtube.com/watch?v=_NdlwUs0X3M

Learning Materials: RazKids, Epic!, Google Classroom, Google Slides, YouTube Videos, Articles

Standards:
CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
clearly.
Google Slide for the Week: The week’s procedure/activities will be used in this Google Slide.
https://docs.google.com/presentation/d/1XerYPN0LpK59QK6pmI_nptVobiu-
adlPM_VtwieBHeM/edit?usp=sharing
Monday: 7/27 Tuesday: 7/28
Student did not SWBAT identify and describe the
show up for different genres/ categories of video
instruction. games.
SWBAT discuss the invention of
video games.
Warm-Up: Teacher and student will
review the previous strategies.
Teacher will introduce and model
using the new strategy: “Look For a
Word Inside a Word.” Student will
solve 10 words in isolation by using
the word attack skills: “Look at All
the Parts of the Word,” “Try It Two
Ways,” and “Look For a Word Inside
a Word.”
Introduction: KWHL Chart, filling
in the KWH sections of the chart
based on the essential question.
Inquiry Kick Off: Teacher will read
the quote: “The worst thing a kid can
say about homework is that it is too
hard. The worst thing a kid can say
about a game is it’s too easy.” The
teacher will pose the questions: What
does this quote mean?; Why would a
kid want a game to be hard but not
homework?; What makes them
different?
Activity: The teacher and student
will discuss video game
genres/categories. The teacher will
ask the student which genres he’s
heard of. (activate prior knowledge).
Then they will play: What’s the
genre? The teacher will display
pictures of popular video games and
the student will describe what he sees
in the pictures. Based on the pictures,
he will determine the genre of video
game it is. The genres being
discussed are: action games, action-
adventure games, role-playing games,
Wednesday: 7/29 Thursday: 7/30
SWBAT describe the positive Student did not
traits obtained through playing show up for
video games. instruction.
Writing Conference- After Because of this,
group instruction:. the SOLOM
Reread body paragraph. Progress
Discuss where to find a fact that Monitoring was
can be put in it. not completed. It
will be
Warm-Up: Teacher and completed on
student will review the previous Monday.
strategies. Student will solve 10
words in isolation by using the
word attack skills: “Look at All
the Parts of the Word,” “Try It
Two Ways,” and “Look For a
Word Inside a Word.”
Assessment: Reading Attitude
Survey.
Introduction:
Watch the last half of the video:
Student will note the positive
traits explained and other
important information
(ex.length of time playing)
Student will take notes on his
own paper while watching the
video.
https://www.youtube.com/watc
h?v=_NdlwUs0X3M
Reading:
Teacher and student will read
the “advantage” section of the
article. The teacher will
annotate while reading,
highlighting key points and
ideas. The student will write
these notes on his own paper to
keep track of all ideas.
https://www.lorecentral.org/201
7/10/13-advantages-
 simulation games, strategy games, disadvantages-playing-video-
sports games, and puzzle games. games.html

Reading and Discussion: Discussion and Writing:

Teacher and student will partner read The teacher and student will
the “Video Game Timeline.” As we use what they’ve read to fill out
read, the student and teacher will take the graphic organizer web.
part in discussions. They will describe the positive
https://alphabytesoup.files.wordpre traits of playing video games.
ss.com/2012/07/video-game-
timeline.jpg Progress Monitoring: Level L
Guiding Questions: Nonfiction Reading Record-
- How have video games evolved Crocodiles: The Cousins of
over the years? Dinosaurs
- What video game genres do you
notice throughout the timeline? Asynchronous Instruction:
Which video games played
Writing: today offer these advantages
The student will create an addition to based on their genre?
the timeline: the 8th generation (The
video game generation now) The
teacher will ask him the video game
consoles and video games that are
popular nowadays. The teacher will
write it in the appropriate year. This
will create a complete timeline of
video games from the past to now.
Examples:
-Minecraft; Roblox- 2006
-Wii U- 2012
-PlayStation 4- 2013
-Xbox One- 2013
-Fortnite -2017
-Call of Duty: Modern Warfare, Apex
Legends, NBA 2K20, Madden NFL
20- 2019
(Teacher will search years of video
games that student says if she does
not know them)

Asynchronous Instruction:
Research the question:
What are the most popular video
games today? Which categories do
they fall into?
Week 5: August 3-6

Group Instruction:
Week 5: August 3 - August 6
Theme/Essential Question: Opinion/Argument Writing/ How do I celebrate my personal growth as a writer?
Standards: CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Texts to be Used: None
Materials: Student opinion writing pieces, other writing pieces that will be chosen by student
 Monday
Objective: SWBAT create
their conclusion for their
writing piece.
Procedure:
1. Read the
conclusion for the
writing example.
Point out craft
moves (restate your
opinion)
2. Write their own
conclusion for their
writing piece.
3. Share their entire
writing piece with
the class.
Questions to Guide
Thinking:
-What goes into a
conclusion?
-Why do we restate our
opinion?
Materials:
Student’s Writing Pieces
(w/Introduction)
Asynchronous
Assignment:
Edit and revise your opinion
writing. Practice reading it
over. Think about if you
want to record yourself
reading or read it out loud
during our celebration day.
Individual Instruction:
Essential Question: How can video games affect students in the classroom? (Continued from last week)
Texts to be used:
• 13 Advantages and Disadvantages of Playing Video Games By: Gavin Thomas
Tuesday Wednesday Thursday
Objective: SWBAT Objective: SWBAT Objective: SWBAT
practice reading their rehearse for the share their favorite
favorite writing piece. celebration. writing piece of the
summer practice in a
Procedure: Procedure: whole group
1. Break out into Students will rehearse for presentation.
small groups. Thursday. They will
2. Students will practice sharing their piece Procedure: Each student
practice in the order for tomorrow. will be sharing their
reading their favorite writing piece of
favorite piece. Questions to Guide the summer program and
They will Thinking: share with classmates
practice sharing -How do we present in and families as to why
why they chose front of an audience? they chose it. Students
that piece. -How can we look and act will be practicing in
professional? breaking out rooms
Questions to Guide before the appointed
Thinking: Materials: time.
-Why did you choose Student Writing Pieces
this writing piece? Students will share in
-Why is it your favorite Asynchronous this order:
writing piece? Assignment: 1. Kaylee
Students will continue to 2. Bianca
Materials: practice reading their 3. Jesus
Student Writing Pieces opinion writing at home. 4. Gabby
Make sure to have all 5. Ricardo
Asynchronous recordings ready to go. Note: Students have the
Assignment: option to share live or
Practice reading over pre-recorded.
your opinion writing
piece. If you are going Questions to Guide
to record yourself Thinking: Which
reading, make sure to writing piece was your
get your video ready. favorite? Why did you
choose that particular
piece?
Materials: Presentation
of writing pieces
Asynchronous
Assignment: Continue
readings over the
summer and practice
strategies taught by your
teacher over the summer
and going further.
 • Are Video Games BAD For You? | COLOSSAL
QUESTIONS https://www.youtube.com/watch?v=_NdlwUs0X3M
• Elephants By: Kira Freed

Learning Materials: RazKids, Epic!, Google Classroom, Google Slides,

Standards:
CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
clearly.

Google Slide for the Week: The week’s procedure/activities will be used in this Google Slide.
https://docs.google.com/presentation/d/1XerYPN0LpK59QK6pmI_nptVobiu-
adlPM_VtwieBHeM/edit?usp=sharing
Monday: 8/3 Tuesday: 8/4 Wednesday: 8/5 Thursday: 8/6

SWBAT describe the negative SWBAT create a persuasive SWBAT create a

traits obtained through playing
video games.
Writing Conference- After
group instruction:
Reread writing. Revise and edit
his writing.
Warm-Up: Teacher and student
will review the previous
strategies. Teacher will introduce
and model using the new strategy:
“Don’t just say the words, figure
out what they mean too!” Student
will solve 10 words in isolation
by using the word attack skills:
“Look at All the Parts of the
Word,” “Try It Two Ways,”
“Look For a Word Inside a
Word,” and “Don’t just say the
words, figure out what they mean
too!”
Assessment: Reading Attitude
Survey.
Introduction:
Watch the first half of the video:
Student will note the negative
traits explained and other
important information (ex.length
of time playing) Student will take
notes on his own paper while
watching the video.
poster that answers the
essential question
Writing Conference- After
group instruction:
Add facts into his writing
piece.
Pick a piece to present at the
final celebration. Practice
reading it. Video him reading
it to listen to and catch any
errors.
Assessment: MONDO Oral
Language Assessment.
Warm-Up:Teacher and
student will review the
previous strategies. Student
will solve 10 words in
isolation by using the word
attack skills: “Look at All the
Parts of the Word,” “Try It
Two Ways,” “Look For a
Word Inside a Word,”
and “Don’t just say the
words, figure out what they
mean too!”
Model: Teacher will show
examples of persuasive
posters and explain why
they’re used.
persuasive poster that Final
answers the essential Celebration!
question.
Warm-Up: Teacher and
student will review the
previous strategies.
Student will solve 10
words in isolation by
using the word attack
skills: “Look at All the
Parts of the Word,” “Try
It Two Ways,” “Look
For a Word Inside a
Word,” and “Don’t just
say the words, figure out
what they mean too!”
Assessment: Level L
Reading Record
Assessment: CORE
Phonics Survey
Writing Conference-
After group
instruction:
Practice rereading for the
final celebration. Video
it if necessary.
Activity: Student will
continue to create his
own persuasive poster
https://www.youtube.com/watch?
v=_NdlwUs0X3M
Reading:
Teacher and student will read the
“disadvantage” section of the
article, up to number 11. The
teacher will annotate while
reading, highlighting key points
and ideas. The student will write
these notes on his own paper to
keep track of all ideas.
https://www.lorecentral.org/2017/
10/13-advantages-disadvantages-
playing-video-games.html
Discussion and Writing:
The teacher and student will use
what they’ve read to fill out the
graphic organizer web. They will
describe the negative traits of
playing video games.
Activity: Student will create that answers the essential
his own persuasive poster question via Canva.
that answers the essential
question via Canva. Closing:
Fill in the L section of
Assessment: Reading the KWHL Chart.
Record: Level L
Asynchronous
Closing Reading: Student Instruction:
will continue reading the Practice for the
book Elephants By: Kira celebration.
Freed. The teacher will
highlight any words that the
student says incorrectly. The
teacher and student will go
back to the highlighted words
and reread them to solve
them.
Asynchronous Instruction:
Reread writing to practice for
the celebration.

Progress Monitoring:
Discussion Prompt- SOLOM
Teacher Observation: (How
would you describe a perfect day
for you?)

Closing Reading: Student will

being reading the book Elephants
By: Kira Freed. The teacher will
highlight any words that the
student says incorrectly. The
teacher and student will go back
to the highlighted words and
reread them to solve them.

Asynchronous Instruction:
What games do students play in
the classroom?