Grade: 2nd Grade
Date March 7-11
Word Wall Words:
Phonological Awareness/
Phonemic Awareness:
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonics
Skill: Contractions
-le words
Comprehension
Skill: Following Directions
Strategy: Sequencing
Tier II Vocabulary:
bakery culture
customer dough
ingredients recipe
Fluency:
Decodable Text; Level
Readers
Strategy:
Date
Whole Group
Group 1
Group 2
Mon
Model: Contractions
Guided Practice: Use Powerpoint to explain
contractions and how to read the words
Tues
Model: Make a chart for contractions
Guided Practice: Students will use index cards
to create contraction cards
Wed
Chinese Class 9:15-9:45
Thurs
Model: -le syllables
Guided Practice: Students will read words
containing –le and divide into syllables
Fri
Model: -le words
Guided Practice: Students will answer riddles
that include –le words as answers. Sts. will
create their own riddles.
Model: Vocabulary
 Introduce vocabulary words
 Look at recipes and discuss format to build
background knowledge
Model: Fluency-Jalapeno Bagels
 Read text for fluency
 Discuss the culture and traditions
Model: Following Directions
 Continue reading the text
 Discuss the recipes/following directions/sequence
of events
Text: Grandma’s Cookie Cutters
 Introduce vocabulary words
 Read text for fluency
Model: Generalization
 Use graphic organizer to help following the
directions of the recipe
Model: Vocabulary
 Introduce vocabulary words
 Look at recipes and discuss format to build
background knowledge
Model: Fluency-Jalapeno Bagels
 Read text for fluency
 Discuss the culture and traditions
Model: Following Directions
 Continue reading the text
 Discuss the recipes/following
directions/sequence of events
Text: The Lucky Candlestick
 Introduce vocabulary words
 Read text for fluency
Model: Generalization
 Use graphic organizer to help following
the directions of the recipe
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
Grade: Kindergarten
Word Wall Words:
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Date March 7-11
Phonological Awareness/
Phonemic Awareness:
Sight Words: see, and, like, my,
the
Phonics
Skill: Ending sounds
Rhyming
Comprehension
Skill: Cause/Effect
Tier II Vocabulary:
Position Words:
behind, beside, in,
over, on, in front, next
to, above, under
Strategy: Monitor/Clarify
Strategy:
Date
Whole Group
Mon
Read Aloud: The Little Engine
that Could
Introduce cause/effect
Introduce stations
P.A.: Hey, Diddle, Diddle
Voc.: Intro. Sight words
Intro/act out position words
Read: Vroom, Chugga, Vroom
Identify rhyming words
Voc. Practice sight words
Tues
Wed
Group 1-ISF
Thurs P.A.: “Stop and Go”
Fri
Identify sight words
Voc.: Play “Teacher said” with
position words
Voc.: Make a book using the
position words
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.
Group 2- PSF, NWF
Group 3-Short vowels
Fluency:
Decodable Text; Level
Readers
Group 4-final sound

Identify words with
the same ending
using Elkonin boxes

Identify words with
the same ending
using Elkonin boxes

Identify words with
the same ending
using Elkonin boxes

Identify words with the
same ending using
Elkonin boxes

Identify words with
the same ending
sound using pictures
Identify rhyming
words with 1-2
syllables

Identify words with
the same ending
sound using pictures
Identify rhyming
words with 1-2
syllables

Identify words with
the same ending
sound using pictures
Identify rhyming
words with 1-2
syllables

Identify words with the
same ending sound using
pictures
Identify rhyming words
with 1-2 syllables


Introduce short e
Blend words with 3
sounds


Introduce short e
Blend words with 3
sounds


Introduce short e
Blend words with 3
sounds


Introduce short e
Blend words with 3
sounds

Making words using
and reviewing all
short vowels

Making words using
and reviewing all
short vowels

Making words using
and reviewing all
short vowels

Making words using and
reviewing all short
vowels


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
Grade: 1st Grade
Date March 7-11
Word Wall Words:
Phonological Awareness/
Phonemic Awareness:
Blending phonemes
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonics
Skill: oo, ew, ue, ou, u, u_e
Comprehension
Skill: Fantasy/Realism
Strategy: Monitor/clarify
Tier II Vocabulary:
born bubbles closet
favorite maple syrup music
piano probably remind
Fluency:
Decodable Text;
Level Readers
Strategy: blending
Date
Whole Group
Group 1
Mon
Read Aloud: The Grasshopper and the Ant
Model: Fantasy/Realism
Guided Practice: Intro vocabulary words, place in alphabetical order, count
the number of syllables
Book: If You Give a Pig a Pancake
Skills: Review vocabulary words
Interactive game on syllables
Introduce phonics sounds
Book: If You Give a Pig a Pancake
Skills: Place words in alphabetical order
Continue reading the text-identify fantasy/realism
Phonics focus: Reading Rocks
Book: If You Give a Pig a Pancake
Skills: Discuss cause and effect in the story
Phonics review: Reading Rocks
Phonics: Vowel pairs (ai, ay)
 Nonsense words
 Sight words
 Making words with vowel pairs ai, ay
Phonics: Vowel pairs (ee, ea)
 Nonsense words
 Sight words
 Making words with vowel pairs ee, ea
Phonics: Vowel pair (oa)
 Nonsense words
 Sight words
 Making words with vowal pair oa
Phonics: Vowel pair
 Nonsense words
 Sight words
 Review all vowel pairs
Phonics: Vowel pairs
 Nonsense words
 Sight words
 Play Crazy Eight with vowel pairs
Tues
Wed
Thurs
Fri
Book: If You Give a Pig a Pancake
Skills: Use graphic organizer to identify fantasy/realism
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