Reading Street Literacy Block Plans
Reading Street Literacy Block Plans
Grades 1-2
Grade ______Unit ______Week ______Main Selection ______
Comprehension Strategy ______Vocabulary Strategy ______
Unit Question ______Weekly Question ______
Social Studies/Science Connection: ______
Day 1 / Day 2 / Day 3 / Day 4 / Day 5Whole Group
Questions of the Day / Present Question. Turn & Talk to answer question / Present Question. Turn & Talk to answer question / Present Question. Turn & Talk to answer question / Present Question. Turn & Talk to answer question / Present Question. Turn & Talk to answer question
Build Oral Language:
Concept Web
And Amazing Word Vocabulary / Begin Concept Map—coach students on how to build Map
Introduce Amazing Words using Sing with Me Big Book
Use Robust Vocabulary routine to introduce words. / Read Aloud Big Book.
Introduce amazing words from book using Robust routine.
Add to concept map / Refer back to Read Aloud Big Book.
Introduce amazing words from book using Robust routine.
Add to concept map / Read Aloud from Read Aloud Anthology
Introduce amazing words from book using Robust routine.
Add to concept map / Refer back to Read Aloud Anthology
Review amazing words
Complete Concept
Web
Phonics Instruction / Phonemic Awareness Activity
Phonics:
Sound Spelling Cards
Word Building / Phonemic Awareness Activity
Phonics:
Sound Spelling Cards
Word Building / Phonemic Awareness Activity
Phonics:
Word Building with letter tiles / Phonemic Awareness Activity
Review phonics concept from previous week. / Review phonics concept
Spelling test (as needed)
Strategy Instruction:
Vocabulary / Introduce Weekly Vocabulary Strategy / See below-Apply Comprehension Skill to Think Aloud
Strategy Instruction:
Comprehension / Introduce Weekly Comprehension Strategy with Read Aloud / Review Comprehension Strategy using Literary Text page from Day 2 (after main selection) / Review Comprehension Strategy of the Week—Use Think Alouds for main selection (1 comp & 1 vocab) / Work on Writing to Source
Model how to answer question.
Share exemplar
Model scoring
Model revising
Small Groups
Teacher Table
(10-15 minutes)
*Follow DI section in TE / Review Phonics Concept
Read & Discuss Decodable Reader / Review Phonics Concept
Read & Discuss main selection focusing on fluency, vocabulary & comprehension / Review Phonics Concept
Read & Discuss main selection focusing on fluency, vocabulary & comprehension / Read & Discuss Partner Selection. Analyze genre.
Apply strategies.
Read & Discuss
Sleuth and/or Leveled Reader / Review Vocabulary
& Phonics concept
Read & Discuss Sleuth and/or Leveled Reader
Score Writing to Source
Word Work / Word Building with Phonics Concept / Word Building with Phonics Concept / Word Building with Phonics Concept / Word work with Amazing Words / Word Work with Amazing Words
Partner Reading
(20 minutes) / Leveled readers,
Main Selection, OR
Books from Literacy Closet
With Reciprocal Teaching / Leveled readers,
Main Selection, OR
Books from Literacy Closet / Leveled readers,
Main Selection, OR
Books from Literacy Closet / Leveled readers,
Main Selection, OR
Books from Literacy Closet / Leveled readers,
Main Selection, OR
Books from Literacy Closet
Response
(5-10 minutes) / Apply weekly Comprehension Strategy / Apply weekly Comprehension Strategy OR Look Back & Write / Writing to Source / PARCC Selection Assessment
Must Do for Week / Complete Sleuth Questions
Complete 1 Look Back & Write
Complete 1 Writing to Source Prompt
Complete Spelling for Homework
Whole Group—30 minutes
Focus on:
1. Answering question of the day.
2. Building oral language.
3. Building phonemic awareness skills.
4. Building phonics & spelling skills.
5. Introducing Comprehension skill/strategy of the week.
6. Introducing Vocab skill/strategy of the week.
Centers—60 minutes
Teacher Table—Follow Differentiated Instruction section (SI/Strategic Intervention, OL/On Level, A/Advanced).
Partner Reading—20-30 minutes reading Leveled Readers, Main selection, or books from literacy closet
Reader’s Response—Focus on Comprehension strategies, Text Based Question stems, Writing to Source, and/or Reciprocal Teaching