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Example of 5-Day Literacy Plan using Houghton-Mifflin

2nd Grade Group: Kyle, Tomas, Alicia, Alexis
Reading Level: Preprimer C to Primer
Theme 2: Nature Walk (Level 2.1)


Click here to see PALS results for this group

Click here to see Rationale for Literacy Plans

Monday | Tuesday | Wednesday | Thursday | Friday
 

Monday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Read-aloud addressing comprehension and vocabulary
Let's Read & Find Out: The Big Dipper by F.M. Branley (use tradebook if available)

1. Activate and build prior knowledge:
  • Talk about star-gazing and constellations with students (T117A)
2. Set a purpose for reading:
  • Explain that comparing things or people in a story helps us to understand it better. Listen for the things that people have compared the stars to. (T117B)
3. Select & introduce vocabulary in context:
  • dipper: "Long ago people drank water from dippers. It has a bent handle, and it has a bowl."
  • compass: "I use a compass to help me find the Dipper. A compass points to the north. I hold a compass in my hand."
4. Read aloud the text. Stop periodically to discuss and ask questions. (T117A)

5. Ask students to summarize the text. (T117B)

6. Review vocabulary words by comparing word meanings.

  • Ask students to decide which of the following could be used with a dipper: lemonade, hot noodles, water, apple cider, dirt, soup, skinny, cake, ice cream, etc.
  • When would a compass be used? Lost in the woods, find your car at the mall; hiking in the mountains; flying in a plane to a new place; looking for a lost toy; sailing at night in the ocean, etc.
7. Connect the read-aloud to the theme. Why was this text included in "Nature Walk"? (T117B)

8. Phonics: Introduce long o, u, and e in the CVCe pattern and 2 sounds for g (T118-A/B). Eliminate practice pages.

9. Review high frequency words. Introduce year, straight, beautiful, even, and quiet in context. (T119A)

Small Group Instruction:

Reading instruction addressing fluency, phonemic awareness, phonics, vocabulary, & comprehension
1. Reading Practice for Fluency:
  • Reread 1-2 independent or familiar texts to promote fluency.
2. Phonics/Spelling: Introducing r-blends
  • Phonemic awareness: blending & segmenting sounds. Substitute words with r-blends (T118A). Note: If phoneme level activity is too difficult for students, substitute blending & segmenting at the onset-rime level, e.g., crab--/cr/ --/ab/; drum: /dr/ --/um/ ; frog: /fr/--/og/)
  • Connect sounds to letters with a teacher-led picture/word sort (see sample, cr-, dr-, fr- sort). Click here to see a sample r-blend sort - Click here to download a PDF sample r-blend sort
  • Independent Work: Apply phonics with a writing sort, i.e., students sort and write words in their notebooks.
3. Reading Instruction:
  • Model using phonics/decoding strategy for identifying unknown words (T119B)
  • Introduce Truck Tricks (Dr. Maggie's Phonics Reader)
  • Set purpose for reading the text by having students predict what the story is about. Remind them to use the decoding strategy for difficult words (T119B)
  • Students read the book independently.
  • After reading review use of decoding strategy.


 

Tuesday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Read-aloud addressing comprehension and vocabulary
A Camping Spree with Mr. Magee by Chris Van Dusen

1. Activate and build prior knowledge.

2. Set a purpose for reading:

  • Connect to theme, "Nature Walk".
  • Compare with yesterday's read-aloud: "Do you think today's book is a real or make-believe story? Discuss term realistic fiction. Remind students to note events and characters in book that could really happen. (T129)
3. Select & introduce vocabulary in context.
  • Rapids: "They were caught in the rapids, but that wasn't all. They were headed smack dab for the big waterfall."
4. Read aloud the text. Stop periodically to discuss and have students generate questions. Model how to ask a question that you know the answer to (T121). Keep a chart of students' questions.

5. Revisiting the text: Genre Lesson (Realistic Fiction). Teacher makes a chart of Things That Can Really Happen and discusses how author uses imagination to make up the events and characters in the story. (T129).

6. Revisit vocabulary words using sentence completions:

  • rapids: We steered our boat away from the rapids because...
7. High frequency words: Review words on pattern board. Write straight, beautiful, and quiet in a 3-column chart on the board and read each word. Brainstorm a list of things that could be beautiful, quiet, and straight. (R16)

Small Group Instruction:

Reading instruction addressing fluency, phonemic awareness, phonics, vocabulary, & comprehension
1. Reading Practice:
  • Reread 2-3 pages of Truck Tricks
2. Phonics/Spelling:
  • Write r-blend words on dry-erase boards
  • Independent Work: Sort r-blend words with a buddy.
3. Reading Instruction:
  • Model using comprehension focus strategy of questioning. (T121)
  • Introduce P.J. Funnybunny Camps Out by M. Sadler
  • Set purpose for reading and introduce the text.
  • Students write predictions about the text. Read 1st half of the book.
  • Review & revise predictions.
  • Discuss reading strategies children used & summarize story so far (T139)
  • Compare the first part of P.J. Funnybunny's camping trip with Mr. Magee?s using a Venn Diagram. (T121)


 

Wednesday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Read-aloud addressing comprehension and vocabulary
Read aloud a selection from Forest Explorers by Nik Bishop

1. Activate and build prior knowledge
2. Set a purpose for reading:

  • Strategy Focus: Model how to ask a question you know the answer to (T121)
3. Select & introduce vocabulary in context.

4. Read aloud the text. Stop periodically to discuss and ask questions. Record students' questions about the text. Look for details in illustrations (T141).

5. After reading, compare and contrast two forest habitats.

6. Review vocabulary words by comparing word meanings.

7. Vocabulary: Introduce compound words (T153I)

Write the sentence on the board, "Henry's mother knew how to build a campfire." Identify campfire as a compound word. Identify the words and discuss the meaning. Use examples from Transparency 2-5.

Small Group:

Reading instruction addressing fluency, phonemic awareness, phonics, vocabulary, & comprehension

1. Reading Practice:
  • Provide a take-home version of text after children can read it fluently, usually after 2nd or 3rd reading. (T119B)
2. Phonics/Spelling:
  • Write 1-2 dictated sentences with r-blends.
  • Independent work: Students search for words with week's phonics/spelling features and write in notebooks (word hunts) Bonus: Look for compound word/s/ discussed earlier
3. Reading Instruction:
  • Set a purpose by summarizing story so far and predicting what will happen to P.J. and his friends. Preview the text.
  • Complete the reading of P.J. Funnybunny Camps Out by M. Sadler
  • Stop periodically to discuss and answer questions.
  • After reading, students discuss the reading strategies they used (T146)
  • Written response: Complete a Venn Diagram comparing bunny girls' and boys' camping skills in the story.


 

Thursday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Read-aloud addressing comprehension and vocabulary
Campfire Games by Jane Drake and Anne Love (T150-153)

1. Activate and build prior knowledge.

2. Set a purpose for reading:

  • Skill focus: How to read instructions (T150). Note how clue words (first, next, then) are helpful when reading instructions.
  • Introduce vocabulary: discuss clue words in sequence of events.
  • Read aloud the text and have students follow along. Point out signal words that indicate order of events
  • Ask students to review the sequence of instructions. Create a step-by-step plan of "How to Play Telephone". Students write a set of instructions using clue words, e.g., first, next, then, finally (T151).
3. Phonics: Review long vowels CVCe a, i. Eliminate Practice page. (T153C)

4. Review high-frequency words on the Word Pattern Board using a game, e.g., Bingo. (T-R19)

Small Group Instruction:

Reading instruction addressing fluency, phonemic awareness, phonics, vocabulary, & comprehension
1. Reading Practice:
  • Reread 1-3 easy texts to promote fluency.
2. Phonics/Spelling: Review phonics/spelling strategies
  • Make words with phonics feature using letter tiles.
  • Independent Work: Buddy speed sorting
3. Reading Instruction:
  • Model using phonics/decoding strategy for identifying unknown words (T119B)
  • Introduce Phonics Library Story, Miss Pig's Garden. (T119B) Discuss the words huge and village.
  • Set purpose for reading the text by having students predict what the story is about. Remind them to use the decoding strategy for difficult words. (T119B)
  • Students read the book independently. Ask them to put a Post-It note on a tricky word while they read.
  • After reading, discuss the text and student-selected tricky words. Connect to phonics/decoding strategy when applicable.


 

Friday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Read-aloud addressing comprehension and vocabulary
Read aloud a selection from Toasting Marshmallows: Camping Poems by K. O'Connell George

1. Activate and build prior knowledge.

2. Set a purpose for reading.

3. Read the poem aloud. Read a 2nd time and discuss.

4. Use a Venn Diagram to compare and contrast camping experience in a selected poem with earlier read-aloud (Mr. Magee & The Camping Spree)

5. Information & Study Skills: map-reading

  • Introduce and practice using a map of a campsite (T153E-F)
6. Spelling: More VCe spellings?ungraded spell check (T153H)

Small Group Instruction:

Reading instruction addressing fluency, phonemic awareness, phonics, vocabulary, & comprehension
1. Reading Practice:
  • Fluency (prosody): Introduce a new poem to the group.
2. Phonics/Spelling:
  • Assess knowledge of features with spelling test. Include 2-3 dictated sentences using words in context.
3. Reading Instruction:
  • Build background and introduce Every Autumn Comes the Bear by Jim Arnosky.
  • Set a purpose for reading:
  • Examine the 1st two pages and model asking a question about the text. (see T134 for an example).
  • Vocabulary: Give students a post-it note and ask them to write down 2 words that were difficult.
  • Ask students to generate a question after reading a portion of the text. Record their responses.
  • After reading, review vocabulary and summarize the text.
  • Written response: Ask students to write a question about the text. Students exchange and answer each other's questions. Challenge students to use vocabulary words within their questions or responses.

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