Parker-Bennett-Curry Primary Literacy Block Lesson Plan

Grade: 2nd Grade Date January 3-7 Teacher: Reneta Dieme

Word Wall Words: / Phonological Awareness/
Phonemic Awareness: / Phonics
Skill: ee, ea
-tion, -ture
Strategy: / Comprehension
Skill: making inference
Strategy: Evaluate / Tier II Vocabulary:
Booth plaque station subway token / Fluency:
Decodable Text; Level Readers
Date / Whole Group / Group 1 / Group 2
Mon / Model: 2 Vowels Song
Guided Practice: Students will use starfall.com to introduce the vowel pairs ee, ea. / Model: Building background
· Introduce vocabulary words
· Students will illustrate vocabulary words / Model: Building background
· Introduce vocabulary words
· Students will illustrate vocabulary words
Tues / Model: Vowel pairs
Guided Practice: Using spellingcity.com students will practice completing the sentence with vowel pairs ee, ea / Model: Fluency
· Read the text to increase fluency and build on comprehension skills / Model: Fluency
· Read the text to increase fluency and build on comprehension skills
Wed / Chinese Class 9:15-9:45 / Model: Making Inferences
· Use the TurningPoint lesson on making inferences. Relate the topic back to the text. / Model: Making Inferences
· Use the TurningPoint lesson on making inferences. Relate the topic back to the text.
Thurs / Model: Suffix –tion, -ture
Guided Practice: Students will use the Interwrite lesson to introduce skill. / Model: Fluency
· Read Our Four Walls to build on fluency and comprehension / Model: Fluency
· Read Our Town Mural to build on fluency and comprehension
Fri / Model: Suffix –tion, -ture
Guided Practice: Students will use spellingcity.com to practice reading a spelling words with the suffix. / Model: Making Inferences
· Use graphic organizer to make inferences about the characters in the story. / Model: Making Inferences
· Use graphic organizer to make inferences about the characters in the story.

RD-EP-1.1- Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages

RD-EP-1.2 – Students will apply knowledge of synonyms, antonyms, or compound words for comprehension.

RD-EP-1.3- Students will know that some words have multiple meanings and identify the correct meaning as the word is used.

RD-EP-1.4- Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words.

RD-EP-1.5- Students will identify the purpose of capitalization, punctuation, boldface type, italics, or indentations to make meaning of the text.1

RD-EP-1.6- Students will formulate questions to guide reading.

RD-EP-2.1- Students will distinguish between fiction and non-fiction texts.

RD-EP-2.2- Students will describe characters, plot, setting, or problem/solution of a passage.

RD-EP-2.3- Students will locate key ideas or information in a passage.

RD-EP-2.4- Sudents will identify specialized vocabulary (words and terms specific to understanding the content).

RD-EP-2.5- Students will identify the correct sequence.

RD-EP-2.7- Students will make inferences or draw conclusions based on what is read.

RD-EP-3.1 Students will explain a character’s actions based on a passage.

RD-EP-3.2Students will explain how a conflict in a passage is resolved.

RD-EP-3.3Students will identify an author’s purpose in a passage.

RD-EP-3.4Students will identify main ideas or details that support them.

RD-EP-3.5Students will identify fact or opinion from a passage.

RD-EP-3.6Students will identify information in a passage that is supported by fact.

RD-EP-3.7Students will identify an author’s opinion about a subject.

RD-EP-3.8 Students will identify informative or persuasive passages.

RD-EP-3.9 Students will identify commonly used persuasive techniques (i.e., emotional appeal and testimonial) used in a passage.

RD-EP-4.1Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).

RD-EP-5.1Students will evaluate what is read based on the author’s word choice, content, or use of literary elements.

RD-EP-5.2Students will identify literary devices such as foreshadowing, imagery, or figurative language (i.e., similes and personification).

RD-EP-5.3Students will identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage.

RD-EP-5.4Students will identify the organizational pattern, used (e.g., sequence, cause and effect, or comparison and contrast) to understand the passage

Parker-Bennett-Curry Primary Literacy Block Lesson Plan

Grade: Kindergarten Date January 3-7 Teacher: Reneta Dieme

Word Wall Words: / Phonological Awareness/
Phonemic Awareness:
Beginning sounds / Phonics
Skill: Letter Cc
Short i
Strategy: / Comprehension
Skill: Cause/effect
Text Organization
Strategy: Question / Tier II Vocabulary: / Fluency:
Decodable Text; Level Readers
Date / Whole Group / Group 1-LNF, ISF / Group 2-LNF, PSF / Group 3-Review all / Group 4-Short u
Mon / Book: Stone Soup
· Character and setting
· Introduce stations and new reading group procedures
· Introduce sight words / Model: Review letters
· Letters that capital/lower are the same / Model: Review letters
· Review all the letters of the alphabet / Model: Review letters
· Review all the letters of the alphabet / Model: Introduce short u
· Read words with the short u sound
Tues / Book: My Dad and I
Character and setting
Introduce new alphafriend
Use starfall.com to review objects that begin with the sound
Sight word practice / Model: Review letters
· Letters that do not look the same / Model: Review letters
· Students will practice the letters that they confuse. / Model: ISF
· Students will identify the initial sound of the picture / Model: Short u
· Use letters to make words with the short u sound
Wed / Book: Aaron and Gayla’s Alphabet Book
· Model text organization
· Classify objects with the letters C, V, H-Interwrite
· Sight word practice / Model: Review letters
· Match capital and lower case letters. Name the letters / Model: PSF
· Use Elkonin boxes to identify the sounds in a word / Model: PSF
· Use Elkonin boxes to identify the sounds in a word / Model: short u, blends
· Introduce blends to create more words with short u
Thurs / Book:
· Introduce short i sound using starfall.com
· Sight word practice / Model: Review letters
· Time the students on their letters / Model: PSF
· Use Elkonin boxes to identify the sounds in a word / Model: PSF
· Use Elkonin boxes to identify the sounds in a word / Model: Short u
· Play a spelling game to create short u words
Fri / Book:
· Matching words with picture (short i)-Interwrite
· Sight word practice / Model: Will not meet on Fridays / Model: PSF
· Play a game of counting phonemes / Model: PSF
· Play a game of counting phonemes / Model: Review vowels
· Play Crazy 8 with short vowels.