2nd Grade Reading Lesson Plan 2015-2016

Teacher: Torrez, Knight, Ayala, Rodriguez. Week of: Monday May 9, 2016. Week: 8
TEKS: see below / Resources / Assessment/Work Products
Daily Oral language
Fluency
Word wave
Treasures
Sight words and Spelling textbook
Student weekly Assessments. / Work Products: interactive notebooks, foldable, graphic organizer
Assessment: Spelling test/writing sentences. Student weekly assessments/unit test.
Spelling words: horn, chore, doorstep, crush, shack, cloth, thing, sail, sale, pancake, fall, king, town, I’ll, unit.
Unit 3
ELPS: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting and reviewing to acquire basic and grade level vocabulary.
Monday / Tuesday / Wednesday / Thursday / Friday
Objective / *2.14A Identify the main idea in a text to distinguish it from the topic..
2.14C Describe the order of events or ideas in a text.
2.4A- Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (90-140 wcpm)
2.12A- Read independently for a sustained period of time & paraphrase what reading was about, maintaining meaning. (4 times a week, 20 minutes by EOY).
Reading selection:
Chapter books. / 2.3B Ask relevant questions, seek clarification and locate facts and details about stories and other texts and support answers with evidence from text.
SS.
2.4A- Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (90-140 wcpm)
2.12A- Read independently for a sustained period of time & paraphrase what reading was about, maintaining meaning. (4 times a week, 15-20 minutes by EOY).
Chapter book reading selection. / *2.19C Monitor and adjust comprehension using background knowledge ,creating sensory images, rereading a portion aloud, generating questions, use context clues. SS 2.14C Describe the order of events or
ideas in a text.
2.12A- Read independently for a sustained period of time & paraphrase what reading was about, maintaining meaning. (4 times a week, 15-20 minutes by EOY).
Chapter book reading selection / Poetry (Poem of the Week)
Poetry (Poem of the Week)
*2.7A- Describe how rhyme, rhythm, and repetition interact to create images in poetry. SS
2.11A- Recognize that some words and phrases have literal and non- literal meanings (e.g., take steps). / 2. Fig.19A- Establish purposes for reading selected texts based upon own and others’ desired outcome to enhance comprehension. (to be informed, understand, interpret, solve problems, entertained, provide enjoyment)
2.Fig.19B- Ask literal questions of text (questions Before, During, After Reading; Literal- who, what, when, where, why, & how)
2.Fig.19D- Make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, facts/details, background knowledge/experiences)
Readiness Standard
*2.Fig.19E- retell important events in stories in logical order (draw a picture, present dramatic interpretation, retell orally or in written form)
Read Aloud –(Think Aloud)
15-20 minutes / Genre: start fiction
chapter book
2.14C Describe the order of events or ideas in a text. / Genre: start reading a Roald Dahl chapter book
2.14C Describe the order of events or ideas in a text. / Genre: start reading a Roald Dahl chapter book
Activity: Describe the order of events. / Genre: poetry
Materials: -Shel Silverstein poetry. / Genre:
Assessment: spelling test unit 36.
Materials: List of words
Shared Reading (Read Aloud)
15-20 min
Skill / Genre: expository
Guiding Questions: How does summarizing a story help a reader tell about the important parts of a story?
Chapter book
Skill: Visualize/Problem and Solution. / Genre: expository
Guiding Questions: How does summarizing a story help a reader tell about the important parts of a story?
.
Skill: Identify problem and solution, locate facts. / Genre: expository
Guiding Questions: How does summarizing a story help a reader tell about the important parts of a story?
Story: chapter books.
Skill: Visualize/Cause and Effect / Genre: poetry
Poem: Shel Silverstein Poems
-Introduce the focus poem.
-Read the poem to the children.
-Invite them to predict what it might be about.
-Briefly discuss the message. / Genre: expository
Assessment:
Summary/weekly test.
Materials:
Independent Reading
(Responds to Literature)
20 min / Activity: Complete foldable on weekly vocabulary words:
Materials: Texas Treasures textbook, ISN, fluency folder, high frequency word list / Activity: phonics page
Materials: Texas Treasures textbook, ISN, fluency folder, high frequency word list / Activity: comprehension paper: Cause/ Effect chart.
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Materials: Texas Treasures textbook, Texas Treasure Practice book, worksheet, fluency folder, high frequency word list / Activity: Complete weekly vocabulary sheet in practice book.
Materials: Texas Treasures textbook, Texas Treasure Practice book, fluency folder, high frequency word list
Materials: Texas Treasures textbook, Texas Treasure Practice book, worksheet, fluency folder, high frequency word list / Assessment: fluency passage in student workbook
Materials: Texas Treasures textbook, Texas Treasure Practice book, fluency folder, high frequency word list
Materials: Texas Treasures textbook, Texas Treasure Practice book, worksheet, fluency folder, high frequency word list
Vocabulary: Topic, Main idea, sequence, cause and effect, rhyme, rhythm, repetition. / Modifications: GT: Identify figurative language.
LEP: Read weekly story orally with whisper phones.
Speech: Read story orally with whisper phones.
504: Follow IEP
Daily Rotation
↓ / Team A / Team B / Optional Team #
Or Additional Station Activities / Friday
All Teams
15-30 Min. / 1 / Guided Reading with Teacher / Daily 5 Activities:
*Read to Self
*Read to Someone
*Listen to Reading
*Word Work
*Work on Writing / Literacy DI Menu/or
Novel Literature Study Tic Tac Toe Activities / Rotation Catch-Up Day/Literature Circle Discussion Groups
15-30Min / 2 / Daily 5 Activities:
*Read to Self
*Read to Someone
*Listen to Reading
*Word Work
*Work on Writing / Guided Reading with Teacher
*Super School gives you an opportunity to work with those students that need intervention which can provide time for you to work with a guided reading group. This may give you a window of opportunity to facilitate Literature Circles with your Tier 1 students.
Guided Reading/Station Activity Rotation Schedule Tier 1
* Teacher may only visit with this group 1-2 xs a week
Daily Rotation
↓ / Team C / Team D / Optional Team # / Friday
All Teams
15-20 Min / 1 / Literature Circles / Literacy DI Menu/or
Novel Literature Study Tic Tac Toe Station Activities / Rotation Catch-Up Day/Literature Circle Discussion Groups
15-20 Min / 2 / Daily 5 Activities:
*Word Work
*Work on Writing
*Read to Self (SSR) / Daily 5 Activities:
*Word Work
*Work on Writing
Read to Self (SSR)