Reading Mini-Lesson Plans
Week: December 17-21
Standards:
RL.2.7 Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
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: Click, Clack, Moo: Cows That Type
Skill: Drawing Conclusions
Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand,
furious
1. Introduce Vocabulary Cards using the SMARTboard and/or Vocabulary
Cards
2. Read ”Don’t Play Cards with a Dog in the Room!” found on T14-T15. (Part
of it is on Projectable 11.1) Look on page 61 in the CLL for directions for
the minilesson.
3. Complete vocabulary sentences
Tuesday:
Journeys:
Story: Click, Clack, Moo: Cows That Type
Skill: Drawing Conclusions
Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand,
furious
1. Read Click, Clack, Moo: Cows That Type. Complete Projectable 11.5 together
after reading the story. (Look on page 60 in the CLL for minilesson
directions.)
2. Do one of the vocabulary activities from pages 122-123 in the Word Study
book. (You choose….There are 5 to choose from.)
3. Introduce the skill by completing projectable 11.4.
4. Have students complete page 154 in the practice book.
Wednesday:
Journeys:
Story: Click, Clack, Moo: Cows That Type
Skill: Drawing Conclusions
Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand,
furious
1. Students will partner read Click, Clack, Moo: Cows That Type to practice
fluency.
2. Complete Projectable 11.8 together as a class. Students will need to
reference the book to complete it.
3. Homework: Conclusions page 159 (in practice book)
Thursday:
Journeys:
Story: Click, Clack, Moo: Cows That Type
Skill: Drawing Conclusions
Vocabulary: understand, gathered, impatient, impossible, believe, problem, demand,
furious
*Read Talk About Smart Animals on pages 346-349 in the Student Book.
*Follow the directions on page 61 in the CLL to the minilesson for this.
Friday:
*Students will take the assessment on drawing conclusions. (You may choose to
give this assessment on Thursday instead of Friday depending on your
schedule.)
Grammar Lesson Plans
Week: December 17-21
Kinds of Sentences
Standards:
L.2.1 Demonstrate command of the conventions of standard English grammar usage
when writing or speaking.
L.2.1f Produce, expand, and rearrange complete simple and compound sentences.
Monday:
Recognize commands as a kind of sentence
*Display Projectable 11.2. Write: Stand up. Sit down. Tell children that these are
commands; they tell someone to do something.
*Point out that in a sentence that is a command, the naming part is you, although it
usually is not said.
*Point out that a command starts with a capital letter and ends with a period or an
exclamation mark.
*Complete other examples on Projectable 11.2 with children.
*Students will complete page 152 in the practice book.
Tuesday:
Identify questions, statements, and commands
*Display Projectable 11.6. Go over the explanation of each type of sentence.
*A question asks something.
*A statement tells something.
*A command tells someone to do something.
*Model identifying the three kinds of sentences, using these examples: Where is
the duck? He is hiding. Find him.
*Complete Projectable 11.6 with children
*Have students complete page 156 in the practice book.
Wednesday:
Identify questions, statements, and commands
*Review with children how to identify a sentence as question, statement, or
command.
*Review the examples and the Thinking Questions from Day 1 and Day 2.
*Point out the capitulation and punctuation for each sentence.
*Write: What is the cow doing? He is laughing. Look over there.
*Help identify the question, statement, and command.
*Have students complete page 161 in the practice book.
ThursdayIdentify kinds of sentences and fix run-on sentences
*Read together the text at the top of student book page 350.
*Review the explanation of each kind of sentence. Discuss the example sentences
in the chart.
*Direct children to Turn and Talk on Student Book page 350. Have children
identify each kind of sentence.
*Students will complete page 165 in the student book.
Friday*Administer assessment on the different kinds of sentences.
Spelling Lesson Plans
Week: December 17-21
Base Words with Endings –s and -es
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: hens, eggs, ducks, bikes, boxes, wishes, dresses, names, bells, stamps, dishes,
grapes
Monday:
*Model the Sort page 60 in the TE Book- Use Smart Board I sent you
*Homework: Tic Tac Toe Spelling (Choose One)
Tuesday:
*Repeat the Sort on page 60 in the TE Book. Students will do this in their Word Study
Journals.
*Homework: Tic Tac Toe Spelling (Choose One)
Wednesday:
*Guess My Category on page 61 in TE Book.
*Homework: Tic Tac Toe Spelling (Choose One)
Thursday:
*Blind Writing Sort on page 61 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.