First Grade Literacy Schedule

Humble ISD – Summer School, 2011 –Second Grade Literacy Schedule – Week Four

Monday / Tuesday / Wednesday / Thursday
First Independent Reading
15 minutes / Students are greeted every morning with interesting books of many different genres and opportunities to talk with friends and share their thinking as readers.
A time to warm-up for the more rigorous reading that follows. Students may choose challenging books of high interest, easy books, familiar Big Books. Etc.
This gives the teacher an opportunity to conference with students, take a running record, and work one-on-one.
Give or have students give quick book talks to promote books. Students continue to recommend books. / Continue to monitor if students are choosing “just- right” books.
Community Share
15 minutes / Give a book talk (mini book commercial) on one or two books from the classroom library to arouse students’ interest. / Focus: Students can share their thinking with others about a favorite book they have read.
Encourage students to give book talks. / Focus: Students can share their thinking with others.
Students share their “news” with group. Encourage others how to listen, to ask questions, and to connect to their experiences.
Shared Reading/
Interactive
Read Aloud
30 minutes / Interactive Read Aloud
Lesson-Context Clues
Focus: Students can infer the meaning of words by using the clues in the story
Mufaro’s Beautiful Daughters
Shared Reading 4 Day Lesson Plan
Students should be reading from a big book or enlarged text each day. Repeated reading for fluency as well as strategy instruction.
Link strategy focus from read aloud to shared reading. / Interactive Read Lesson Continued- Context Clues
Mufaro’s Beautiful Daughters / Interactive Read Aloud
Lesson-Draw Conclusions-
Crow Boy
Focus: Students can use the clues in the story and what they know to infer and draw conclusions. / Interactive Read Aloud
Lesson Continued-Draw Conclusions- Crow Boy
Focus: Students can use the clues in the story and what they know to infer and draw conclusions.
Choose a poem to practice for fluency. Students can draw conclusions about the meaning.
Monday / Tuesday / Wednesday / Thursday
Independent Reading
Independent Work
Guided Reading
60 minutes / Continue to conference one-on-one with students reading independently and at their work stations. Keep observational notes. / Continue to conference one-on-one with students reading independently and at their work stations. Keep observational notes. / Continue to conference one-on-one with students reading independently and at their work stations. Keep observational notes. / Continue to conference one-on-one with students reading independently and at their work stations. Keep observational notes
Students will meet in small groups for reading instruction
Word Work
15 minutes / Focus: Students can quickly read and write important words they see a lot in text.
Lesson: Week Four / Students can understand that when they add ed to a word sometimes it sounds like /d/, /ed/, or /t/.
Lesson: Week Four / Focus: Students can change the y to i and add es or ed to words.
Lesson: Week Four / Focus: Students can change the y to i and add es or ed to words.
Lesson: Week Four
Independent Writing
40 minutes / Interactive Read Aloud
Lesson-Word Choice
Owl Moon
Focus: Students can make careful word choices that tell as much as possible.
Conference with students one-on-one about their word choice.
Allow time for some to share with the whole group or with partners, places where they used good word choice. / Interactive Read Aloud-
Word Choice Continued: Handout 1
Focus: Students can make careful word choices that tell as much as possible.
Conference with students one-on-one about their word choice.
Allow time for some to share with the whole group or with partners, places where they used good word choice. / Interactive Read Aloud-Word Choice Continued: Poetry-“Chocolate” and Frog” Handout 2
Focus: Student can use words and phrases that help the reader visualize the story.
Conference with students one-on-one about their word choice.
Allow time for some to share with the whole group or with partners, places where they used good word choice. / Set up for students to compare their writing from the first day of summer school until now.
Have them choose their best piece and tell why. Have them write a self-evaluation; why they chose the piece; their favorite, what they did well, what they need to work on as a writer, etc.
Celebrate their writing.
Students could rotate groups, taking turns sharing their best/favorite piece or share with another class
Read Aloud
Dismissal / Read Aloud / Read Aloud / Read Aloud / Read Aloud

Humble ISD – Summer School, 2011 –Second Grade Literacy

Lesson Plan Week Four

Interactive Read Aloud – Context Clues

MENTOR TEXT: Mufaro’s Beautiful Daughtersby John Steptoe
Choose a text that is worthwhile, familiar, and available. These are other wonderful books that could be used: Chrysanthemum, Sylvester and the Magic Pebble, Owen, Stellaluna, Lon Po Po.
FOCUS STRATEGY: Context Clues
One of the quickest and most effective ways of dealing with unfamiliar vocabulary is through inferential thinking. To figure out the meaning of unfamiliar words, readers need to take what they know and gather clues in the text to crack the meaning of vocabulary. They need to consider the context to understand what they read.
FOCUS THE LEARNING
Introduction: As we read Mufaro’s Beautiful Daughters by John Steptoe today, we will be watching for interesting words and then thinking together about how the illustrations and the meaning of the passage can be used as tools for understanding. This is really important because the words themselves can mean different things. Look at these examples. (Write “read,” “bow,” and “minute” on the chalkboard.)
Turn & Talk: Think together. What do these words say? Could they say anything else? How do you determine the meaning?
Let’s try using context from the story. “Her cry rent the air.”
Turn & Talk: Think together. What is the meaning of “rent” in that sentence?
INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE
Look At The Cover-Make predictions based on prior knowledge

LINK TO ONGOING WORK
Provide practice using context clues in nonfiction selections.
Pause frequently during small group instruction to guide conversations on context clues.
ASSESS THE LEARNING
Listen in as partners discuss context clues and word meaning.
During independent reading, confer with individuals to assess their ability to use context clues.
During small group instruction, interview students about context clues to assess understanding.
Share The Reading
Use with Handout 1
[Make a transparency]
Place the cloze passage on the overhead and read it aloud with expression. Guide conversations about the missing words and the way context supports our understanding. Have students generate synonyms which can be tested in the sentence to ensure that the passage makes sense.

Adapted from Interactive Read-Alouds by Linda Hoyt.

Humble ISD – Summer School, 2011 –Second Grade Literacy

Lesson Plan Week Four

Mars is a planet that has attracted the interest of scientists

over time. There is some ______to suggest that

microscopic life may have existed on Mars more than

three billion years ago. But, there is no life there today that

can be detected by our instruments.

Mars is far too ______for human life as we know

it. The air pressure there is so low that your blood would

boil if you ______on the surface without a space

suit. The temperature is frigid. You would ______

almost instantly if you tried to walk around without the

protection of a very ______space suit.

Humble ISD – Summer School, 2011 –Second Grade Literacy

Lesson Plan Week Four

Approaching the City

Readers Theater Adaptation by Linda Hoyt

Narrator 1:Nyasha ran ahead and topped the rise beforethe others could catch up.

Narrator 2:She stood transfixed at her first sight of thebeautiful city.

Narrator 3:Arm in arm, Nyasha and her fatherdescended the hill, crossed the river, andapproached the gate.

All:How happy they were to have finally arrived!

Narrator 1:Suddenly, the air was split by piercing cries.

Narrator 2:Manyara ran wildly out of the city, falling onher knees and sobbing.

Narrator 3:She had seen a frightening sight and wasrunning in terror.

Narrator 1:She warned her sister not to proceed.

Narrator 2:But Nyasha went into the city anyway.

Narrator 3:What a happy surprise when Nyasha foundher friend, the small snake,

Narrator 1:sitting on the throne.

All:He greeted her warmly and showed himselfas king.

Narrator 2:The king chose a wife with a good heart andkind spirit.

Narrator 3:He could not select a woman who was unkindand selfish.

All:Nyasha would be queen.

Narrator 1:Mufaro proclaimed that he was the happiestfather in the world.

Humble ISD – Summer School, 2011 –Second Grade Literacy

Lesson Plan Week Four

Interactive Read Aloud – Draw Conclusions

MENTOR TEXT: Crow Boyby Taro Yashima
Choose a text that is worthwhile, familiar, and available. These are other wonderful books that could be used: Chicken Sunday, The Story of Jumping Mouse, The True Story of the Three Little Pigs, When I Was Young in the Mountains, and Sam, Bangs, & Moonshine.
FOCUS STRATEGY: Drawing Conclusions
Readers infer when they take what they already know, their background knowledge, and merge it with clues in the text to draw a conclusion, surface a them, predict an outcome, answer a question, and so forth. If readers don’t infer, they will not grasp the deeper essence of texts they read
FOCUS THE LEARNING
Introduction: As we read Crow Boy by Taro Yashima, we are going to use the clues in the story and what we know in our head to infer and draw conclusions.
Turn & Talk: Let’s practice. If I told you that you needed to put on your tennis shoes and line up, what conclusion could you draw?
INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE
Look At The Cover-Make predictions based on prior knowledge

End Of Story Reflection
What conclusions can we draw about why Chibi had the best attendance even though he had to walk so far? What conclusions can we draw about how the students felt when they thought about how mean they had been? Why can we conclude that he made a happy crow call at the end?
Turn & Talk: Think together. What can you conclude about this story?
LINK TO ONGOING WORK
Read poems and draw conclusions about their meaning.
Read Leo the Late Bloomer, Lilly’s Purple Plastic Purse or Julius, The Baby of the World and draw conclusions about the characters.
Have students draw conclusions in small group and independent reading times.
ASSESS THE LEARNING
Listen in as partners draw conclusions to assess their levels of understanding.
Have children illustrate a conclusion they can draw from a reading selection.
During small group instruction, ask students to generate conclusions about their reading.
Share The Reading
Use with Handout 1
[Make a transparency]
Read each quote with expression. Then work with the students to generate conclusions that can be drawn from each. Record the conclusions in the box. Share the reading, infusing meaning and expression into each section.

Adapted from Interactive Read-Alouds by Linda Hoyt (.

Humble ISD – Summer School, 2011 –Second Grade Literacy

Lesson Plan Week Four

On the playground if he closed
his eyes and listened, Chibi
could hear many different
sounds, near and far.
The other children called him
stupid and slowpoke.
Day after day Chibi came
trudging to school. He always
carried the same lunch, a rice
ball wrapped in a radish leaf.
Even when it rained or stormed
he still came trudging along,
wrapped in a raincoat made
from dried zebra grass. /

Humble ISD – Summer School, 2011 –Second Grade Literacy

Lesson Plan Week Four

Word Study – High Frequency Words

Learning High Frequency Words

I can:

see some words many times when I read
understand that words I see a lot are important because they help me read and write.

Materials: Magnetic letters, pocket chart, whiteboard

Activity 1-You may want to continue this lesson every few days to teach students the high frequency words they need. Choose words from their writing and guided reading that they are still having trouble with.

Explain that they are going to learn some important words that will help them read and write.
Place a high frequency word card (about, for example) on the pocket chart, or write the word on a chart or whiteboard.
Next, make the word with magnetic letters on a cookie sheet, magnetic board, or in the pocket chart. Have the students check it letter by letter.
Ask children what they notice about the word.
Then write the word quickly from beginning to end without stopping. Explain that once they have made a word and looked carefully at all the parts of it, they can write it quickly.
Repeat for each high frequency word you have chosen for this lesson (about 5 a lesson).
Students who need extra help could practice these 3 steps for each word during independent work time.
All new words should go up on the word wall for the children to reference. Hold students accountable for reading and writing words correctly.

Word Study – Word Structure

Forming the Past Tense by Adding –ed

I can:

Add ed to show you did something in the past.
Add d to words ending in silent e to make the ed ending.
Understand that when you add ed to a word sometimes it sounds like /d/, sometimes it sounds like /ed/, and sometimes it sounds like /t/.

Materials: Chart paper, word cards with ed endings (Examples: shaved, used, piled, screamed, added, hunted, landed, ended, needed, kissed fixed, asked, liked, picked)

Activity 2-Word Sort

Explain to the children that they are going to learn about adding the word ending –ed. It is called a suffix.
Make the word play with magnetic letters (or on a chart), use it in a sentence (for example, We play games in the schoolyard), and then ask the children how you would say the same sentence if it started with yesterday. Children will respond, “Yesterday we played games in the schoolyard.” Ask a child to come up and change the word to played. Help the children notice the ending sound.
Next, make the word melt and repeat the process. Help children notice that when you add ed to melt, you hear a whole syllable. Have them clap the parts: melt-ed.
Make the word walk. “I walk to school.” Ask the children to give the sentence if it started with yesterday.Ask a child to make walk, add ed, and then say walked. Ask what they notice about walk (ed sounds like t).
Summarize by asking the children for one more example in each column. Make the base word with magnetic letters, have a child add the d or ed ending, and have the class tell whether it sounds like /d/, /t/, or /ed/.
Place the key words played, melted, and walked at the top of a chart. Hold up word cards with ed endings. Guide students to say the word, then sort the words under the right column.

Word Study – Adding Suffixes to Words Ending in y

I can

add word parts to the end of a word to show you are doing something in the present or the past.
I can change the y to i and add es or ed to words

Materials: Chart paper, magnetic letters

Activity 3

Explain to the children that they are going to learn more about adding suffixes to words.
Have play, plays, played and cry, cries, cried made in magnetic letters on a board or written on a chart. Read the words.

play
plays
played / cry
cries
cried
plan
plans
planned / try
tries
tried

Ask what the children notice about the endings added to these words. Guide them to notice that s and ed are added to play, and that the y in cry is changed to i before es and ed are added.
Make one more example for each (for example, plan, plans, planned and try, tries, tried), showing how to change or add letters.
Summarize by helping the children understand and state the principle that adding s and ed to the end of words can show you did something in the present or in the past. Help them generalize when to change y to i and/or double the consonant.
Explain to the children that they will add es and ed to 10 words. Have students fold paper in thirds and write skate, climb, carry, cry, race, paint, worry, shop, drop, and fry in a column on the left side. Next have them add the s ending and write the word, then the ed ending and write the word.
Expand the lesson by including words that require no spelling change, words that require doubling the consonant, and words for which the y changes i.