Grade: 2nd Grade
Date January 3-7
Word Wall Words:
Phonological Awareness/
Phonemic Awareness:
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonics
Skill: ee, ea
-tion, -ture
Comprehension
Skill: making inference
Strategy: Evaluate
Tier II Vocabulary:
Booth plaque
station subway
token
Fluency:
Decodable Text; Level
Readers
Strategy:
Date
Whole Group
Group 1
Group 2
Mon
Model: 2 Vowels Song
Guided Practice: Students will use starfall.com
to introduce the vowel pairs ee, ea.
Model: Building background
 Introduce vocabulary words
 Students will illustrate vocabulary words
Model: Building background
 Introduce vocabulary words
 Students will illustrate vocabulary words
Tues
Model: Vowel pairs
Guided Practice: Using spellingcity.com
students will practice completing the sentence
with vowel pairs ee, ea
Model: Fluency
 Read the text to increase fluency and build on
comprehension skills
Model: Fluency
 Read the text to increase fluency and build
on comprehension skills
Wed
Chinese Class 9:15-9:45
Model: Making Inferences
 Use the TurningPoint lesson on making inferences.
Relate the topic back to the text.
Thurs
Model: Suffix –tion, -ture
Guided Practice: Students will use the Interwrite
lesson to introduce skill.
Fri
Model: Suffix –tion, -ture
Guided Practice: Students will use
spellingcity.com to practice reading a spelling
words with the suffix.
Model: Fluency
 Read Our Four Walls to build on fluency and
comprehension
Model: Making Inferences
 Use graphic organizer to make inferences about
the characters in the story.
Model: Making Inferences
 Use the TurningPoint lesson on making
inferences. Relate the topic back to the
text.
Model: Fluency
 Read Our Town Mural to build on fluency
and comprehension
Model: Making Inferences
 Use graphic organizer to make inferences
about the characters in the story.
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:
Date January 3-7
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonological Awareness/
Phonemic Awareness:
Beginning sounds
Phonics
Skill: Letter Cc
Short i
Comprehension
Skill: Cause/effect
Text Organization
Strategy:
Strategy: Question
Tier II Vocabulary:
Fluency:
Decodable Text; Level
Readers
Date
Whole Group
Group 1-LNF, ISF
Group 2-LNF, PSF
Group 3-Review all
Group 4-Short u
Mon
Book: Stone Soup
 Character and setting
 Introduce stations and new
reading group procedures
 Introduce sight words
Book: My Dad and I
Character and setting
Introduce new alphafriend
Use starfall.com to review
objects that begin with the
sound
Sight word practice
Book: Aaron and Gayla’s Alphabet
Book
 Model text organization
 Classify objects with the
letters C, V, H-Interwrite
 Sight word practice
Book:
 Introduce short i sound
using starfall.com
 Sight word practice
Book:
 Matching words with
picture (short i)-Interwrite
 Sight word practice
Model: Review letters
Model: Review letters
Model: Review letters
Model: Introduce short u
Tues
Wed
Thurs
Fri
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.

Letters that
capital/lower are
the same
Model: Review letters

Letters that do not
look the same

Review all the
letters of the
alphabet
Model: Review letters

Students will
practice the letters
that they confuse.

Review all the
letters of the
alphabet
Model: ISF

Students will
identify the initial
sound of the
picture

Read words with
the short u sound
Model: Short u

Use letters to
make words with
the short u sound
Model: Review letters
 Match capital and
lower case letters.
Name the letters
Model: PSF
 Use Elkonin boxes to
identify the sounds in
a word
Model: PSF
 Use Elkonin boxes to
identify the sounds in
a word
Model: short u, blends
 Introduce blends to
create more words
with short u
Model: Review letters
 Time the students on
their letters
Model: PSF
 Use Elkonin boxes to
identify the sounds in
a word
Model: PSF
 Play a game of
counting phonemes
Model: PSF
 Use Elkonin boxes to
identify the sounds in
a word
Model: PSF
 Play a game of
counting phonemes
Model: Short u
 Play a spelling game
to create short u
words
Model: Review vowels
 Play Crazy 8 with
short vowels.
Model: Will not
Fridays
meet on
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: 1st Grade
Date January 3-7
Word Wall Words:
Phonological Awareness/
Phonemic Awareness:
Blending phonemes
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonics
Skill: triple clusters
Short e
Strategy: blending
Comprehension
Skill: Generalization
Strategy: Monitor/clarify
Tier II Vocabulary:
Ball country Earth
giant special street
town state think
place find own
Fluency:
Decodable Text; Level
Readers
Date
Whole Group
Group 1
Group 2
Mon
Book: The City Mouse and the Country Mouse
Model: Read Aloud, Generalization
Guided Practice: List the characteristics of a
city and a country
Book: Me on the Map
Model: Generalizations about maps
Guided Practice: Introduce vocabulary words,
read the text to build comprehension and fluency
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Making words with short vowels
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Use touch and blend to read words with short
vowels
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Use touch and blend to read words with short
vowels
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Play Crazy 8 to review vowels
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Assessment
Phonics: Silent e (a, i)
 Nonsense words
 Sight words
 Model reading words with silent e
Phonics: Silent e (a, i)
 Nonsense words
 Sight words
 Powerpoint with silent e words
Tues
Wed
Book: Me on the Map
Model: Summarize the story
Guided Practice: Students will use a graphic
organizer to summarize the story.
Thurs
Book: Places in the United States
Model:Background knowledge
Guided Practice: Complete a KWL chart on the
information we know about the United States.
Book: Places in the United States
Model: Generalization
Guided Practice: Read the text to build fluency,
use graphic organizer to complete on
generalization about the text.
Fri
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.
Phonics: Silent e (a,i)
 Nonsense words
 Sight words
 Making words with pictures
Phonics: Silent e (a, i)
 Nonsense words
 Sight words
 Making words using letters
Phonics: Silent e (a,i)
 Nonsense words
 Sight words
 Assessment
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