Grade: 2nd Grade
Word Wall Words:
Date January 24-28
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonological Awareness/
Phonemic Awareness:
Phonics
Skill: Endings (nt, nd, mp,
ng, nk) –tion, -ture
Comprehension
Skill: text organization
Strategy: Monitor/clarify
Tier II Vocabulary:
Antennae tunnels
cocoons colonies
fungus larvae
Fluency:
Decodable Text; Level
Readers
Strategy:
Date
Whole Group
Group 1
Group 2
Mon
Model: Endings (nd, nt, mp, ng, nk)
Guided Practice: Make a chart with the endings
using the Interwrite board
Tues
Model: -tion, -ture
Guided Practice: Use Interwrite lesson on –tion,
-ture. Complete lesson on r-controlled vowels
Wed
Chinese Class 9:15-9:45
Model: Vocabulary
 Introduce vocabulary words
 Use illustrations to explain the meaning of
vocabulary words
Model: Background knowledge
 Complete a KWL chart about ants
 Take a picture walk through the text to build
background knowledge
Model: Fluency/Comprehension
 Read the story (monitor/clarify) to build fluency
 Discuss the text organization of the story (main
idea and details)
Thurs
Model: Base words/ endings
Guided Practice: Explain the rules for adding
plurals to the end of nouns using Interwrite.
Fri
Model: Base words/ endings
Guided Practice: Interwrite lesson on changing
the ending of nouns
Model: Vocabulary
 Introduce vocabulary words
 Use illustrations to explain the meaning of
vocabulary words
Model: Background knowledge
 Complete a KWL chart about ants
 Take a picture walk through the text to
build background knowledge
Model: Fluency/Comprehension
 Read the story (monitor/clarify) to build
fluency
 Discuss the text organization of the story
(main idea and details)
Model: Fluency-Butterflies
 Introduce new vocabulary words
 Read text for fluency
Model: Text Organization
 Use graphic organizer to identify text
organization
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.
Model: Fluency-Busy Bees
 Introduce new vocabulary words
 Read text for fluency
Model: Text Organization
 Use graphic organizer to identify text organization
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 24-28
Phonological Awareness/
Phonemic Awareness:
Beginning sounds
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonics
Skill: Letter Ff, Gg
Short i
Comprehension
Skill: Story Structure
Tier II Vocabulary:
Fluency:
Decodable Text; Level
Readers
Strategy: Summarize
Strategy:
Date
Whole Group
Group 1-ISF
Group 2- PSF, NWF
Group 3-Short vowels
Group 4-final sound
Mon
Book: Counting Noodles
 Use Interwrite to tell the
story
 Discuss beginning,
middle, and end
Book: Peace and Quiet
Use Interwrite to tell the
story
Discuss beginning,
middle, and end
Book: Feast for 10
 Identify the categories of
the food in the text
 Summarize the story
Model: Initial sounds
 Compare the sounds
of two picture to
identify initial sound
Model: Phonemes
 Use Elkonin boxes to
identify sounds
Model: Short a
Model: final sound
 Use Elkonin boxes to
identify the final sound
Model: Initial sounds
 Say words and have
the sts. Identify the
same sounds
Model: Phonemes
 Use letters with
Elkonin boxes to
identify sounds
Model: Short o
 Make words with
short o
Model: final sound
 Identify objects that have
the same final sound
Model: Initial sounds
 Use picture cards-sts
will identify the
initial sound
Model: NWF
 Sts. will practice
reading nonsense
words
Model: Short e
 Make words with
short e sound
Model: middle sound
 Use Elkonin boxes to
identify the middle sound
Model: Initial sounds
 Use 4 picturesidentify initial
sounds
Model: Will not meet on
Fridays
Model: NWF
 Compare/contrast
nonsense words and
real words
Model: PSF
 Play a game of
counting phonemes
Model: Short u
 Make words with the
short u sound
Model: middle sound
 Identify objects that have
the same middle sound
Model: Short i
 Make words with
short i sound
Model: Rhyming
 Find the words that
rhyme
Tues
Wed
Thurs Book: Ten Little Puppies

Fri
Beginning, middle, and
end
 Summarize story
Model: Evaluate
 graphic organizer to
evaluate the stories
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.
Make words with
short a
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
Word Wall Words:
Date January 24-28
Parker-Bennett-Curry Primary Literacy Block Lesson Plan
Teacher: Reneta Dieme
Phonological Awareness/
Phonemic Awareness:
Blending phonemes
Phonics
Skill: Long e (CVCe, ee, ea)
Strategy: blending
Comprehension
Skill: Noting details
Strategy: Monitor/clarify
Tier II Vocabulary:
Barn dancing
elephant laying
marched mercy
mouse tangled
Fluency:
Decodable Text; Level
Readers
Date
Whole Group
Group 1
Group 2
Mon
Book: Tiger and Anansi
Model: Read aloud-noting details
Guided Practice: Sts. will note details in the
story to better comprehend the text
Tues
Book: Eek! There’s a Mouse in the House
Model: Vocabulary words
Guided Practice: Categorize/classify the
vocabulary words; illustrate the meaning
Book: Eek! There’s a Mouse in the House
Model: Fluency
Guided Practice: Picture walk the text to build
background
Read text to build fluency
Book: Eek! There’s a Mouse in the House
Model: Noting details
Guided Practice: Graphic organizer to
demonstrate the details in the story
Book: Going Fishing
Model: Noting details
Guided Practice: Read for fluency
Graphic organizer on noting details
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Making words with short vowels
Phonics: short/ long vowels
 Nonsense words
 Sight words
 Compare/contrast short vowels with CVCe
Phonics: Silent e (a, i)
 Nonsense words
 Sight words
 Introduce words families with silent e
Phonics: Review all short vowels
 Nonsense words
 Sight words
 Review silent e
Phonics: Silent e (a, i)
 Nonsense words
 Sight words
 Explain the rule of 2 vowels
Phonics: Silent e (o, u, e)
 Nonsense words
 Sight words
 Introduce word family –eed
 Make words for the family
Phonics: Endings
 Nonsense words
 Sight words
 Mix silent e with vowel pair ee, ea
Phonics: Endings
 Nonsense words
 Sight words
 Play Crazy Eight with silent e
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.
RD-EP-2.2- Students will describe characters, plot, setting, or
problem/solution of a passage.
Phonics: Silent e (o, u, e)
 Nonsense words
 Sight words
 Making words with silent e
Phonics: Silent e (o, u, e)
 Nonsense words
 Sight words
 Play Crazy Eight with silent e
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