Instructional Planning Template for 90 Minute Framework
Date: ______Grade:___2__
(Completed Weekly)
Exploring Parks with Ranger Dockett
DAY / Monday / Tuesday / Wednesday / Thursday / FridayStructural/ Spelling Analysis
These are brief introductory lessons that can be instructed on a deeper level in small groups as needed. / Skill: consonant clusters r, l, s
Strategy/Activity:
See TE 156G
· Develop Phonemic Awareness
· Connect Sounds to Letters / Skill: consonant clusters r, l, s
Strategy/Activity:
See TE 156G
· Connect to Spelling & Writing
· Practice/Apply
· Independent practice: Practice book page 90 (Could do as an overhead station to save copies) / Skill: Two sounds for c
Strategy/Activity:
See TE 156H
· Develop Phonemic Awareness
· Connect Sounds to Letters / Skill: Two sounds for c
Strategy/Activity:
See TE 156H
· Connect to Spelling & Writing
· Practice/Apply
· Independent practice: Practice book page 91 / Skill: consonant clusters r, l, s and Two sounds for c
Strategy/Activity:
See TE Theme Resources R8 (reteaching)
· Practice
· Students can add to this chart in their notebooks during independent practice
Vocabulary
Selection Vocab: exploring, ranger, urban, tasks, tours, habitat
Tier 2 Words: wades, protect, “green spaces” / Intro. Activity:
See TE 156
· Discuss all new words in context and make connections to known words
· Using Get Set to Read to introduce vocabulary words (student text 156-157) / Strategy/Activity:
· See TE 156
· Developing Key Vocabulary Transparency 2-12 / Strategy/Activity:
· Students act out Tier 2/selection vocabulary words
· independent practice: Complete Frayer model with teacher determined words for
· http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf
(sample Frayer model) / Strategy/Activity:
· Play a review game with selection/tier 2 vocabulary words
· Independent practice: Practice book page 93 (could be done on the overhead and students write answers in a notebook or on paper) / Strategy/Activity:
Independent practice: Students will choose three selection vocabulary words and write a sentence demonstrating correct usage of the vocabulary word.
Comprehension
Monitor/Clarify is an ongoing skill. Tie this in to the reading as a think aloud as you are reading the story each day. / Skill/Strategy from core: Fact and Opinion
Activities
· Reading Nonfiction
· Make Predictions based on title, photographs, etc
· See TE 157
· Begin to fill out KWL chart (transparency 2-13)
Fluency
Skill: Connected Reading
Strategy/Activity:Echo read with teacher as leader
Pages 159-165
After reading: accept/revise predictions; add to KWL chart
Writing in response to reading: Why is a ranger’s job important?
Buddy read/re-read teacher selected text: anthology, leveled reader or other text / Skill/Strategy from core: Fact and Opinion
Activities
· Make Predictions for section 2
· Fact vs. Opinion
What is a fact?
What is an opinion?
List examples of each.
Fluency
Skill: Connected Reading
Strategy/Activity:
Echo read with teacher as leader
Pages 166-173
After reading: accept/revise predictions; add to KWL chart
Writing in response to reading: What did you learn about Ranger Dockett’s busy job?
Buddy read/re-read teacher selected text: anthology, leveled reader or other text / Skill/Strategy from core: Fact and Opinion
Activities
· See TE 167
Fact and Opinion Comprehension Skill Lesson
Fluency
Skill: Connected Reading
Strategy/Activity:
Choral read
After reading: Find a fact and an opinion from the story…this will lead into independent practice
Writing in response to reading: How would you feel about working in Ranger Dockett’s park?
Buddy read/re-read teacher selected text: anthology, leveled reader or other text / Skill/Strategy from core: Making Generalizations
Activities
· Students generate their own lists of facts and opinions prior to reading
Fluency
Skill: Connected Reading
Strategy/Activity:
Whisper read with partners
Independent Practice: Have students go back into text to find all of the facts and opinions in the story. Make a T chart.
Writing in response to reading: If you were a park ranger, what part of the job would you like best? Why?
Buddy read/re-read teacher selected text: anthology, leveled reader or other text / Skill/Strategy from core:
Activities
· See TE173
Comprehension/Critical Thinking
Fluency
Skill: Connected Reading
Strategy/Activity:
· Silent read
· Whisper Read
· Choral Read
· Listen to story on CD/tape
Differentiate method of reading by need and readiness
Independent Practice Assessment: Practice Book pages 96-97 (Fact and Opinion
Writing in response to reading: In what ways is a park like an exciting classroom?
Buddy read/re-read teacher selected text: anthology, leveled reader or other text
The Read Aloud can take place in or out of the 90 Minute Block / Read Aloud: See
Teacher Choice-Picture Book –nonfiction
Focus: Reading nonfiction / Read Aloud:
TE 156E
A Moose in the Bathroom
Focus: Fact and Opinion
Find the facts and opinions from this read aloud / Read Aloud: Teacher Choice-Picture Book –nonfiction
Focus: Fact and Opinion or compare and contrast from last week / Read Aloud: Teacher Choice-Picture Book –nonfiction
Focus: Fact and Opinion or compare and contrast from last week / Read Aloud: Teacher Choice-Picture Book –nonfiction
Focus: Fact and Opinion or compare and contrast from last week
IMPORTANT TEACHER NOTES
The sections highlighted above in green are sample options for independent practice. You do not need to use all of them. They are just offered as samples of activities that could be used for meaningful independent practice.
Please note that the small group lessons below are not to be transferred to every classroom. These are just sample lessons that might be used. They are only presented as possible ideas. Please make sure that the small group lessons in your classroom are directly related to the needs of your students as determined by your data and various diagnostic tools (ie: spelling inventory, phonics inventory, decoding inventory, Fry high frequency word inventory, etc).
High Frequency Words for Small Group Instruction: or, one, had, by, word, but, not, what, all, were, we, when, your, can, said
(targeted skills are determined by spelling inventory, HFW inventory, etc)
Targeted Skill 1: short vowels (CVC)
Targeted Skill 2: High Frequency Words (Fry 100-# 26-40)
Research-Based Practices, Strategies, and/or Interventions to be used: Explicit instruction of High Frequency words, vowel sounds, segmenting and blending, application of phonics skills through phonics library and decodable text reading activities.
Materials/Resources Needed: Fry Word list, list of targeted short vowel words, white boards, word sorts
Monday
· introduce first 5 Fry high frequency words using explicit instruction scripts found on literacy links http://www.christina.k12.de.us/LiteracyLinks/ElemResources.htm
· introduce short vowel sounds CVC; give sample words (short a vs. short e)
· students sort words according to vowel sounds (word sort) http://rbeaudoin333.homestead.com/shortvowel_1.html (site containing lists of CVC words or go to Google and look for crossword dictionaries…here you can find lists of words in patterns that you need)
· Students read phonics library story focusing on CVC skill
Tuesday
· review first 5 Fry words and introduce next 3. Continue with explicit instruction
· students practice reading CVC words
· play say it move it with CVC words
· Students read phonics library story focusing on CVC skill
Wednesday
· review first 8 Fry words and introduce next 4. Continue with explicit instruction
· students create CVC words on white boards/paper with teacher prompting and explicit instruction
· word sort for assessment
· Students read decodable text with CVC http://free-reading.net/index.php?title=Illustrated_Decodable_fiction_passages (free passages)
Thursday
· review first 12 Fry words and introduce last 3 for the week. Continue with explicit instruction
· students create CVC words on white boards/paper
· Students read decodable text with CVC
Friday
· Review all 15 words for the week
· Dictate CVC words to students to see if they can write the words (spelling is a higher level skill. If they can write the words, they can read them). This can be used the progress monitor this week’s work.
· Students whisper read phonics library or decodable text while teacher does a quick check to see how many of this week’s 15 Fry words each child has mastered. (Recognized in less that 1 second)
High Frequency Words for Small Group Instruction: new, sound, take, only, little, work, know, place, year, live, me, back, give, most, very
Strategic(targeted skills are determined by spelling inventory, HFW inventory, etc)
Targeted Skill 1: long vowels CVCe pattern (a make and e Pete)
Targeted Skill 2: word recognition of fry 200 #1-15
Research-Based Practices, Strategies, and/or Interventions to be used: Provide practice opportunities to build fluency through partner reads, whisper reading and leveled readers
Materials/Resources Needed: variety of leveled readers, whiteboards, letter tiles, word sorts as well as other materials on hand.
Monday
· Fluency practice: whisper read leveled reader
· introduce first 5 Fry high frequency words using explicit instruction scripts found on literacy links
· introduce long vowel sounds CVCe; give sample words (long a vs. long e)
· students sort words according to vowel sounds (word sort) http://rbeaudoin333.homestead.com/longvowel_1.html (site containing lists of CVCe words)
· apply skill with decodable text focusing on CVCe http://free-reading.net/index.php?title=Illustrated_Decodable_fiction_passages or phonics library
Tuesday
· Fluency practice: whisper read leveled reader
· Review first 5 Fry words and introduce next 3. Continue with explicit instruction
· students practice reading CVCe words
· play say it move it
· apply skill with decodable text or phonics library
Wednesday
· Fluency practice: whisper read leveled reader
· review first 8 Fry words and introduce next 4. Continue with explicit instruction
· students create CVCe words on white boards/paper
· word sort for assessment
· Students read decodable text with CVCe
Thursday
· Fluency practice: whisper read leveled reader
· review first 12 Fry words and introduce last 3 for the week. Continue with explicit instruction
· students create CVCe words on white boards/paper
· Students read decodable text with CVCe
Friday
· Fluency practice: whisper read leveled reader
· Review all 15 words for the week
· Dictate CVCe words to students to see if they can write the words (spelling is a higher level skill. If they can write the words, they can read them). This can be used the progress monitor this week’s work.
· Students whisper read phonics library or decodable text while teacher does a quick check to see how many of this week’s 15 Fry words each child has mastered. (Recognized in less that 1 second)
Benchmark
(Vocabulary, Comprehension)
Targeted Skill 1: Vocabulary— protect, ranger, habitat, garbage, urban, volunteer
Targeted Skill 2: fact and opinion
Materials/Resources Needed: Above leveled reader: The Empty Lot
Monday
· Use the cover of the leveled read to make predictions
· Introduce the text TE p. 2
· discuss the vocabulary
· review Strategy Focus (Evaluate) on the flap of the book cover
· Teacher read aloud or whisper read of story
· Comprehension discussion
Tuesday
· Review vocabulary with quick charades game
· Review comprehension skill
· Choral read story
· Use response questions on inside back cover of leveled reader for discussion
Wednesday
· Vocabulary matching game
· Discuss facts vs. opinions
· Whisper read leveled reader
· Begin to fill out fact and opinion chart (Teacher’s Guide page 6)
Thursday
· Review vocabulary
· Share examples of facts and opinions
· Partner read leveled reader
· Apply fact and opinion skill with Teacher’s Guide page 7
Friday
· Vocabulary check for mastery
· Students can silent read leveled readers
· Students can choose Book Share Cards or Project cards to work with partners.