2nd
Teacher:
Grade Reading Lesson Plan 2015-2016
Torrez, Knight, Ayala, Rodriguez.
Week of: Monday May 9, 2016.
Week: 8
TEKS: see below
Resources
Assessment/Work Products
ELPS: Use strategic learning techniques such
as concept mapping, drawing, memorizing,
comparing, contrasting and reviewing to
acquire basic and grade level vocabulary.
Daily Oral language
Fluency
Word wave
Treasures
Sight words and Spelling textbook
Student weekly Assessments.
Work Products: interactive notebooks, foldable, graphic organizer
Assessment: Spelling test/writing sentences. Student weekly
assessments/unit test.
horn, chore, doorstep, crush, shack, cloth, thing,
sail, sale, pancake, fall, king, town, I’ll, unit.
Spelling words:
Unit 3
Objective
Monday
Tuesday
Wednesday
Thursday
Friday
*2.14A Identify the main idea
in a text to distinguish it from
the topic..
2.3B Ask relevant questions,
seek clarification and locate
facts and details about stories
and other texts and support
answers with evidence from
text.
SS.
2.4A- Read aloud gradelevel appropriate text with
fluency (rate, accuracy,
expression, appropriate
phrasing) and
comprehension. (90-140
wcpm)
2.12A- Read independently
for a sustained period of
time & paraphrase what
reading was about,
maintaining meaning. (4
times a week, 15-20 minutes
by EOY).
Chapter book reading
selection.
*2.19C Monitor and
adjust comprehension
using background
knowledge ,creating
sensory images,
rereading a portion
aloud, generating
questions, use context
clues. SS
Poetry (Poem of the
Week)
Poetry (Poem of the
Week)
*2.7A- Describe how
rhyme, rhythm, and
repetition interact to
create images in
poetry. SS
2.11A- Recognize
that some words and
phrases have literal
and non- literal
meanings (e.g., take
steps).
2. Fig.19A- Establish
purposes for reading
selected texts based upon
own and others’ desired
outcome to enhance
comprehension. (to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment)
2.14C Describe the order of
events or ideas in a text.
2.4A- Read aloud grade-level
appropriate text with fluency
(rate, accuracy, expression,
appropriate phrasing) and
comprehension. (90-140
wcpm)
2.12A- Read independently for
a sustained period of time &
paraphrase what reading was
about, maintaining meaning.
(4 times a week, 20 minutes
by EOY).
Reading selection:
Chapter books.
2.14C Describe the
order of events or
ideas in a text.
2.12A- Read
independently for a
sustained period of time
& paraphrase what
reading was about,
maintaining meaning.
(4 times a week, 15-20
minutes by EOY).
Chapter book reading
selection
2.Fig.19B- Ask literal
questions of text (questions
Before, During, After
Reading; Literal- who, what,
when, where, why, & how)
2.Fig.19D- Make inferences
about text and use textual
evidence to support
understanding (title, cover,
illustrations, plot,
facts/details, background
knowledge/experiences)
Readiness Standard
*2.Fig.19E- retell important
events in stories in logical
order (draw a picture,
present dramatic
interpretation, retell orally or
in written form)
Read Aloud –
(Think Aloud)
15-20 minutes
Genre: start fiction
chapter book
Shared Reading
(Read Aloud)
15-20 min
Skill
Genre: expository
Guiding Questions: How does
summarizing a story help a reader
tell about the important parts of a
story?
2.14C Describe the order of
events or ideas in a text.
Genre: start reading a Roald Dahl
chapter book
2.14C Describe the order of events
or ideas in a text.
Genre: start reading a Roald
Dahl chapter book
Activity: Describe the
order of events.
Genre: poetry
Genre: expository
Guiding Questions: How does
summarizing a story help a
reader tell about the important
parts of a story?
.
Skill: Identify problem and
solution, locate facts.
Genre: expository
Genre: poetry
Genre: expository
Guiding Questions: How
does summarizing a story
help a reader tell about
the important parts of a
story?
Story: chapter books.
Skill: Visualize/Cause and
Effect
Poem: Shel Silverstein
Poems
-Introduce the focus
poem.
-Read the poem to the
children.
-Invite them to
predict what it might
be about.
-Briefly discuss the
message.
Assessment:
Summary/weekly test.
Materials:
Activity: phonics page
Activity: comprehension
paper: Cause/ Effect chart.
.
Activity: Complete
weekly vocabulary sheet
in practice book.
Materials: Texas Treasures
textbook, Texas Treasure
Practice book, worksheet,
fluency folder, high
frequency word list
Materials: Texas
Treasures textbook,
Texas Treasure Practice
book, fluency folder, high
frequency word list
Materials: Texas
Treasures textbook,
Texas Treasure Practice
book, worksheet, fluency
folder, high frequency
word list
Materials: -Shel
Silverstein poetry.
Genre:
Assessment: spelling test
unit 36.
Materials: List of words
Chapter book
Skill: Visualize/Problem and
Solution.
Independent
Reading
(Responds to
Literature)
20 min
Activity: Complete foldable on
weekly vocabulary words:
Materials: Texas Treasures
textbook, ISN, fluency folder, high
frequency word list
Materials: Texas Treasures
textbook, ISN, fluency folder,
high frequency word list
Vocabulary: Topic, Main idea, sequence, cause and effect, rhyme,
rhythm, repetition.
Assessment: fluency passage in
student workbook
Materials: Texas Treasures
textbook, Texas Treasure
Practice book, fluency folder, high
frequency word list
Materials: Texas Treasures
textbook, Texas Treasure
Practice book, worksheet, fluency
folder, high frequency word list
Modifications: GT: Identify figurative language.
LEP: Read weekly story orally with whisper phones.
Speech: Read story orally with whisper phones.
504: Follow IEP
15-30Min
15-30 Min.
Daily Rotation
↓
1
2
Team A
Guided Reading with
Teacher
Daily 5 Activities:
*Read to Self
*Read to Someone
*Listen to Reading
*Word Work
*Work on Writing
Team B
Daily 5 Activities:
*Read to Self
*Read to Someone
*Listen to Reading
*Word Work
*Work on Writing
Optional Team #
Or Additional Station Activities
Literacy DI Menu/or
Novel Literature Study Tic Tac Toe
Activities
Friday
All Teams
Rotation Catch-Up Day/Literature Circle
Discussion Groups
Guided Reading with Teacher
15-20
Min
1520
Min
*Super School gives you an opportunity to work with those students that need intervention which can provide time for you to work with a guided reading group. This may give you
a window of opportunity to facilitate Literature Circles with your Tier 1 students.
Guided Reading/Station Activity Rotation Schedule Tier 1
* Teacher may only visit with this group 1-2 xs a week
Daily Rotation
Friday
Team C
Team D
Optional Team #
↓
All Teams
Literacy DI Menu/or
Rotation Catch-Up Day/Literature Circle
1
Novel Literature Study Tic Tac
Literature Circles
Discussion Groups
Toe Station Activities
2
Daily 5 Activities:
*Word Work
*Work on Writing
*Read to Self (SSR)
Daily 5 Activities:
*Word Work
*Work on Writing
Read to Self (SSR)