Reading Mini-Lesson Plans
Week: October 8-12
Standards:
RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
RL.2.3 Describe how characters in a story respond to major events and challenges.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
SL.2.3 Ask and answer questions about what a speaker says, in order to clarify
comprehension, gather additional information, or deepen understanding of a topic
or issue.
RL.2.10 By the end of the year, read and comprehend literature, including stories
and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
RF 2.3a Recognize and read grade-appropriate irregularly spelled words.
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and
expression
Monday:
Journeys:
Story: Teacher’s Pet
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
1. Introduce Vocabulary Cards using the SMARTboard and/or Vocabulary
Cards
2. Read “Lester” found on T390-T391. (Part of it is on Projectable 5.1) Talk
about the structure of the story (ask questions 1 and 2 on the side of
T391) as well as the meaning of each vocabulary word.
3. Complete vocabulary sentences
Tuesday:
Journeys:
Story: Teacher’s Pets
Skill: Visualize
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
1. Read together Teacher’s Pets . Complete Projectable 5.5 together after
reading the story.
2. Complete Page 64 from the Practice Book together after reading the story.
3. Do one of the vocabulary activities from pages 110-111 in the Word Study
book. (You choose….There are 5 to choose from.)
Wednesday:
Journeys:
Story: Teacher’s Pets
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
1. Students will partner read Teacher’s Pets to practice fluency.
2. Complete Projectable 5.8 together as a class. Students will need to
reference the book to complete it.
3. Homework: Story Structure Page 69
Thursday:
Journeys:
Story: Teacher’s Pets
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
Read (Choose one):
The Paper Bag Princess by Robert Munsch
The Pumpkin Blanket by Deborah Turney Zagwyn
Sylvester and the Magic Pebble by William Steig
Mufaro’s Beautiful Daughters
Granfather’s Journey
Duke Ellington
Sweet Clara and the Freedom Quilt
St George and the Dragon
*Have students complete a plot foldable on the book that you read to the students.
(I will show you how to do this.)
Friday:
Journeys:
Story: Teacher’s Pets
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
*Give the assessment on Story Structure (plot)
Grammar Lesson Plans
Week: October 8-12
Singular and Plural Nouns
Standards:
L 2.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
Monday:
Identify nouns in the singular and plural form
*Display Projectable 5.2. Explain that a nouns names a person, animal, places, or
thing.
*Tell them a singular noun means one and a plural noun names more than one.
*Model identifying whether the noun in each example sentence is singular or plural.
One frog croaks. Two crickets jump.
*Complete other examples on Projectable 5.2 with the students.
*Children will complete page 62 in the practice book.
Tuesday:
*Make nouns plural by adding –s.
*Display Projectable 5.6. Explain to children that an –s can be added to many nouns
to make them plural.
*Tell children that not all nouns taken an –s to name more than one. They will learn
more about these nouns later in the lesson.
*Use these example sentences to model how to make a singular noun plural: One
rooster pecked. Two roosters pecked.
*Complete Projectable 5.6
*Students will complete page 67 in the practice book.
Wednesday:
Identify and use singular and plural nouns
*Review with children how to identify and form plural nouns.
*Give example sentences and have students decide whether the nouns in the
sentences are plural or singular.
*Students will complete Page 71 in the practice book.
ThursdayReview nouns
*Read together the text at the top of Student Book Pg. 154
*Recall that a noun names a person, animal, place, or thing
*Review how to make a noun plural.
*The students can complete the “turn and talk” activity on page 154 with a partner
that is sitting close by.
*Students will complete page 75 in the practice book.
Friday*Students will take the grammar assessment.
Spelling Lesson Plans
Week: October 8-12
Consonant Blends with r, l, s
Standards:
RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words
RF. 2.3a Distinguish long and short vowels when reading regularly spelled one-syllable
words.
List A: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stage
Monday:
*Model the Sort page 48 in the TE Book- Use Smart Board I sent you
*Homework: Tic Tac Toe Spelling (Choose One)
Tuesday:
*Pattern Sort on page 48 in the TE Book
*Homework: Tic Tac Toe Spelling (Choose One)
Wednesday:
*Open on page 49 in TE Book.
*Homework: Tic Tac Toe Spelling (Choose One)
Thursday:
*Blind Writing Sort on page 49 in TE Book. Students will do this in their Word Study
Journals.
*Homework: Tic Tac Toe Spelling (Choose One)
Friday:
*Give Spelling Assessment. I will email you the sentences.