Grade: 2nd Grade
Word Wall Words:
Date March 21-25
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonological Awareness/
Phonemic Awareness:
Phonics
Skill: Silent letters
Endings –ed, -ing
Comprehension
Skill: Sequence of Events
Strategy: Inference
Tier II Vocabulary:
bolt horizon thunder
lightning rumbled
weather
Fluency:
Decodable Text; Level
Readers
Strategy:
Date
Whole Group
Group 1
Group 2
Mon
Model: silent letters
Guided Practice: Watch Rock-n-Learn video on
silent letters
Model: Build Background Knowledge
 Build background knowledge about different types
of weather.
 Illustrate the meaning of words (graphic organizer)
Tues
Model: silent letters
Guided Practice: Interwrite lesson to compare
and contrast silent and non-silent letters
Wed
Chinese Class 9:15-9:45
Model: Sequence of Events
 Picture walk the text
 Read and discuss the story (sequence)
Model: Sequence of Events
 Use sentence strips to put a events of a story in
correct order (key words: first, next, then , last)
Thurs
Model: Adding endings
Guided Practice: Use interwrite to compare
words with silent e and doubling consonants with
short vowels
Model: Open Response
Guided Practice: Introduce the process of
answering an open response question.
Model: Fluency (The Night Light)
 Read text to build fluency
 Discuss the sequence of the story
Model: Build Background Knowledge
 Build background knowledge about
different types of weather.
 Illustrate the meaning of words (graphic
organizer)
Model: Sequence of Events
 Picture walk the text
 Read and discuss the story (sequence)
Model: Sequence of Events
 Use sentence strips to put a events of a
story in correct order (key words: first,
next, then , last)
Model: Fluency (The Night Light)
 Read text to build fluency
 Discuss the sequence of the story
Model: Sequence of Events
 Use graphic organizer to label the events of the
story in the correct order
Model: Sequence of Events
 Use graphic organizer to label the events
of the story in the correct order
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.
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:
Phonological Awareness/
Phonemic Awareness:
rhyming
Date
Whole Group
Mon
Read Aloud: The Enormous
Turnip
Intro sight words
Intro stations
P.A.: Quack! Quack! Quack!
Find sight words
Who Lives on the Farm?
Read: Mouse’s Birthday
 Noting details in the story
 Sight word practice
Tues
Wed
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Date March 21-25
Phonics
Skill: l-blends
Comprehension
Skill: Noting details
Strategy:
Strategy: Monitor/Clarify
Group 1-
Group 2-
Tier II Vocabulary:
Using comparisons
Sight Words: at, like,
are, he, but
Group 3-
Fluency:
Decodable Text; Level
Readers
Group 4

Intro l-blends by
using picture cards

Intro l-blends by
using picture cards

Intro l-blends by
using picture cards

Intro l-blends by
using picture cards

Match pictures that
have the same lblend
Read flashcards with
l-blends.
Match the pictures

Match pictures that
have the same lblend
Read flashcards with
l-blends.
Match the pictures

Match pictures that
have the same lblend
Read flashcards with
l-blends.
Match the pictures

Match pictures that
have the same lblend
Read flashcards
with l-blends.
Match the pictures








Thurs P.A.: Pease Porridge Hot

Make words using lblends and short
vowels

Make words using lblends and short
vowels

Make words using lblends and short
vowels

Make words using
l-blends and short
vowels
Fri

Play l-blend bingo

Play l-blend bingo

Play l-blend bingo

Play l-blend bingo
 Comparisons
 Rhyming
Writing poems about farms using
comparison phrasing
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: 1st Grade
Date March 21-25
Word Wall Words:
Phonological Awareness/
Phonemic Awareness:
Blending phonemes
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonics
Skill: vowel pairs ou, ow
Comprehension
Skill: Topic, main idea, details
Strategy: blending
Strategy: Monitor/clarify
Tier II Vocabulary:
Butterfly caterpillars
changing chrysalis danger
enemies nectar orange
suit
Date
Whole Group
Group 1
Mon
Story: Butterfly
Model: Background-United streaming on butterflies
Guided Practice: Intro vocabulary words
Tues
Book: Butterfly
Skills: Review vocabulary owrds
Count the number of syllables
Read text, discuss topic and main idea
Book: Butterfly
Skills: Graphic organizer on the topic, main idea, details of the text
Phonics: Blends
 Nonsense words
 Sight words
 Review blends l, s, r
Phonics: Triple clusters
 Nonsense words
 Sight words
 Review triple clusters (str, squ, scr, spl, shr, spr)
Phonics: Blends
 Nonsense words
 Sight words
 Making words with blends and triple clusters
Phonics: Vowel pair
 Nonsense words
 Sight words
 Review all vowel pairs
Phonics: Vowel pairs
 Nonsense words
 Sight words
 Introduce ou, ow sound
Wed
Thurs
Fri
Book: Leveled Readers(Hello, Little Chick, The Penguin Family, Sea Turtle)
Skills: Vocabulary
Background knowledge
Read for fluency
Book: Leveled Readers
Skills: Use graphic organizer on level readers about the topic, main idea, and
details of the texts.
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.
Fluency:
Decodable Text;
Level Readers
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