Reading lesson plan

James Becker

Rules, by Cynthia Lord

ATOS Book Level: 3.9

4th Grade EALR and GLE standards:

EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1: Use word recognition skills and strategies to read and comprehend text.

GLE 1.1.4: Apply understanding of phonics.

  • Use multi-syllabic decoding when reading words in all texts.

Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

GLE 1.2.2: Apply vocabulary strategies in grade level text.

  • Use word origins to determine the meaning of unknown words.
  • Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.
  • Explain how to derive word meaning from knowledge of affixes and roots (e.g., port: transportation, porter, import, report).
  • Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

Component 2.1: Demonstrate evidence of reading comprehension.

GLE 2.1.4: strategies before, during, and after reading: use prior knowledge.

  • Explain connections between self and characters, events, and information occurring within a text or among multiple texts.
  • Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.


Desired Accuracy Level:

90-95% for decoding

80% for vocabulary

90% for comprehension


  1. Introduction to Lessons

The teacher will review the word lists and vocabulary by modeling, leading and then using a formative assessment for comprehension. Then the teacher sill leads the class in a round robin reading of the chapters. During the reading the teacher will as ask definitions of vocabulary words to assess whether the students remember the definition. After the reading the teacher will hand out comprehension questions to assess how much of the story individual students understood.

The students are shown a word list in a small group setting. After the teacher models the pronunciation, then the class will repeat the words in a choral response. Then the teacher will pick random students to test overall accuracy. They students will take turns reading aloud, and will answer vocabulary question during this time. After the reading each chapter the students will answer questions on a discussion paper to show their comprehension.

Each chapter reading and discussion will take approximately 45-50 minutes. The decoding and comprehension sections will need to reach around 90% accuracy to ensure the book is a good level for the students, but since some of the vocabulary will be new, our goal will be 80% accuracy in the formative assessments. If the students cannot reach the proper levels of accuracy then the teacher will remodel and lead through the word lists and vocabulary. If there is a lower percentage of accuracy concerning the comprehension then the teacher will review ideas, and change reading levels if necessary.


Lesson #1

Chapter 1: Follow the Rules

Word Lists

Predictable Patterns Sight Words Non-decodable Proper Nouns Unusual
little the come David flashlight
pulled said afraid Mrs. Bowman imagined
summer you eight California advisory
flipping that sleeve Morse code language
carrying to sneaker T-shirt Man realtor


invent- to create using your own mind,

or to create something new.


umbrella- something held over us to protect us from the rain,

or to group things together.

sketchbook- a book for drawings and sketches.



Literal questions:

Why doesn’t Catherine like going to the video store with her brother David?

Because David takes too long, is loud and reads video boxes, and because                           he likes to hug people. Catherine is embarrassed by David’s behavior                           even when he is not upset.

How does Catherine feel about David having autism?

                        Catherine wishes David didn’t have autism, and that he would be a                          “regular” brother.

Inferred questions:

Why is the book called Rules?

Catherine creates rules for David in her sketchbook, so she won’t have to                            keep explaining things to him.

Why doesn’t David like words such as “maybe?”

David only likes yes and no answers because then he knows what is going                           to happen. Some kids with autism feel better when they know their schedule.



What happens when David doesn’t like something? Is he loud? How do other people react to David when he is upset? How does his sister Catherine react or feel? What do Catherine’s parent say when she is embarrassed?

David reacts by yelling or throwing a tantrum. Yes, he is loud, and other people notice him, which makes Catherine feel bad and uncomfortable. Her parents tell Catherine not to worry about the other people so much, and that “Real friends understand” David’s behavior.



Lesson #2

Chapter 2: Don’t run down the clinic hallway

Word Lists

Predictable Patterns Sight Words Non-decodable Proper Nouns Unusual
three and started Stephanie egrets
street was love Elliot’s Antiques osprey
between from sparkle Jason occupational
screeching they eyes Harry Potter receptionist
fourteen what air Mrs. Frost especially


wheelchair- A chair mounted on wheels for sick people or people who can’t walk.

clinic- A place where doctors work together.

communication book- A book to help people who cannot speak to be able to let other know what they want to say by using pictures and words.



Literal questions:

Why does Catherine like going to the clinic with David and their mother?

Because she enjoys the drive, and the “alone” time with her mother.

Why would Catherine not always want to have her brother with her?

                        She is sometimes embarrassed by his behavior.

Inferred questions:

Why does Jason’s therapist talk so loud and clear? How do you think Jason and Catherine feel about the therapist talking so loud?

Because she wants Jason to be clear, and some people with disabilities have difficulty hearing or listening. I does not seem like Jason has a problem hearing, so Catherine seems annoyed and Catherine thinks Jason is or should be annoyed too.

What are some of the things that Catherine draws in her sketchbook while in the    clinic?

                        She draws Jason and a picture of her bedroom window at night while she uses a flashlight for Morse code.


What does Catherine think about when she is looking at Jason to draw him? Does she know why Jason is in a wheelchair? Why does she draw Jason? Why do you think Jason’s mother got upset with Catherine when she was drawing him?

She tries not to stare because people stare at her brother David. She also starts to notice details about him that she didn’t before. She does not know why he is in a wheelchair, and feels it would be rude to ask. She draw him because Jason and his mother are the only people at the clinic she hasn’t drawn yet, and the mother doesn’t sit still. Jason’s mother probably got upset because she thought Catherine was drawing him because he was different, and because she didn’t ask. Normally I’ve drawn people in sketchbooks many times that I didn’t know, and without asking permission. In this case we might want ask first because it seems a lot of people probably stare at Jason, so his mother might be sensitive in the same way that Catherine is sensitive about people staring at her brother.




Component Chapter 1

Possible     Actual

Chapter 2

Possible     Actual


Possible     Actual

Introduction     2
Word Lists 5 5 10
Vocabulary 2.5 2.5 5
Comprehension 5 5 10
Quality     3
Total 30 30 30


This entry was posted in L1: Learner centered, L2: Classroom/school centered, L3: Family/neighborhood centered, L4: Contextual community centered, P2: Enhanced by reflective, collaborative, professional growth-centered practice, P3: Informed by legal and ethical responsibilities, S1 - Content driven, S3: Integrated across content areas, T2: Intentionally planned. Bookmark the permalink.

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