Core Reading Program Template

by

Amanda Rion EDRDG 400 Section 01 Mrs. Jane Lamb 2nd Grade

CORE READING PROGRAM FIVE-DAY PLAN DAY 1

CORE TEXT-RELATED ACTIVITY Story Title - Mr. Putter & Tabby Pour the Tea Summary - This is a story about a lonely man who wants to get a cat to keep him company, so he goes to the shelter to find one. Mr. Putter got a yellow cat that he named Tabby. Mr. Putter and Tabby did everything together including eating breakfast, drinking tea, working in the garden, and many other activities. Theme Companionship Common Core Standard CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Strategic Action Focus Recognize and identify some aspects of text structure, such as beginning, events in sequential order, most exciting point in a story, and ending Essential Elements Comprehension Objective Readers will identify aspects of text structure such as beginning, middle, and end so that the reader will comprehend how a story is introduced and how the plot is resolved. Description of the Lesson (See Planning Sheet Below) Assessment/Check for Understanding During the reading I will make sure the students understand the beginning, middle, and end. After the reading I will reinforce the beginning, middle, and end with the students. Reference Common Core Standards, Core Reading book, Self-created lesson plan

Interactive Read Aloud and Comprehension Planning Sheet Grade Level: 2nd Common Core Standard - Reading Standards for Literature: Grade 2: Craft and Structure: 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Book Choice: Mr. Putter & Tabby Pour the Tea

Continuum Comprehension Focus: Within, Beyond, or About the Text: About: Analyze Notice aspects of the writers craft and text structure Objective Readers will identify aspects of text structure

Summary: This is a story about a lonely man who

wants to get a cat to keep him company, so he goes to the shelter to find one. Mr. Putter got a yellow cat that he named Tabby. Mr. Putter and Tabby did everything together including eating breakfast, drinking tea, working in the garden, and many other activities.

such as beginning, middle, and end so that the reader will comprehend how a story is introduced and how the plot is resolved.

What is the story really about? The author wants the reads to understand a friendship between a man and his pet. Teaching Language I wonder I noticed Today I will help you identify aspects of text structure such as beginning, middle, and end so that you will comprehend how a story is introduced and how the plot is resolved.

Conversation Before (Book introduction setting students up to understand the teaching points) Have you ever been alone and wished you had someone there with you?

Lets look at the title and see if we can predict what might happen in the story?

During (2-3 places to stop connected with the strategic actions chosen as teaching points)

p. 42 What does the beginning of the story say about Mr. Putter? p. 47 Why do you think the pet store only has kittens and not older cats? p. 51 What did Mr. Putter do in the middle of the story? p. 58 How did the story end?

p. 45 I wonder if a cat will help Mr. Putter not be so lonely? p. 48 I wonder what kind of animals they will have at the shelter? p. 54 I noticed Mr. Putter seems much happier now.

After (Reinforcing the teaching points)

How do you use the clues in the text to decide what is the beginning, middle, and end of the story?

Today we read about a man who is lonely in the beginning, gets a new companion in the middle, and lives a happy life with his new companion in the end. Think about beginning, middle, and end when you are reading this story.

Evidence of Understanding: During the reading I will make sure the students understand the beginning, middle, and end. After the reading I will reinforce the beginning, middle, and end with the students.

WORD STUDY MINI LESSON Principle Short e, o, u Explain the Principle - Hearing and Identifying short vowel sounds in words and the letters that represent them Common Core Standard CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Essential Elements Phonics Instruction Helps children learn the relationships between the letters of written language and the sounds of spoken language. Description of the Lesson I will discuss short e, o, and u sounds with the students. Teach/Model I will have a list of words written on the board that contains short e, short o, and short u. The students will say the words with me as a group and then identify which vowel they hear in the word. Practice Students will practice as a whole group while we review the words on the board. Apply - The students will apply this in their word study center. Assessment I will assess students knowledge of short e, o, and u during guided reading. Reference Common Core Standards and I thought of the lesson

GUIDED READING

Above Level Group Book Title: Pal The Pony Written By R.A. Herman, Published by Penguin Young Readers Genre: Realistic Fiction Level: O Summary of the Story: This is a story that talks about a little Pony named Pal. Pal wants to pull wagons and work like the other big horses but he is still to small. Pal is the smallest one of the ranch but becomes a star among children wanting pony rides. Theme or Authors Message: You might not be big enough to do every job you would like, but there is always a job that is perfect for everyone.

Common Core Standard: CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Teaching for Strategic Action: Summarizing What happens in the story Infer Discuss the characters feelings Prereading: Have you every been to a ranch? Have you ever been on a pony ride? Have you ever seen big horses working out in the fields? What are some jobs a big horse might be good at doing? What are some jobs a pony might be good at doing? Have you ever felt sad because you were too small to do something? Reading the Text: Think about what you know so far? What has happened? How is the pony feeling in the beginning of the story? What made you think that? How does the pony feel at the end of the story? How do you know? Responding/Discussing the Meaning: Talk about why the Pony is sad in the beginning of the story. Why do you think he wants to work with the big horses? How did his feelings change at the end of the story? Do the illustrations give you clues to how he is feeling in the story? Revisiting Strategic Action: After Pal tries to pull the cart on page 15 how do you think he feels? Do you think Pal feels the same way on page 20 when he is to small to do the rodeo? On page 32 is Pal still feeling sad? Word Work: Take apart and recognize words with contractions. I will have the students use their guided reading books to look for contractions and then write the contraction on a white board and the two words that make up that contraction. (example page 20 has the word Im the student will write Im on the white board and then I am under it to signify the two words that make up the contraction). Reference: Continuum of Literacy Learning Appendix D and Prompting for Successful Comprehensions Appendix C

ON LEVEL GROUP

Book Title: The Runaway Bunny, Written by Margaret Wise Brown, Illustrated by Clement Hurd, Published in 1942, and republished by HarperCollins in 2005 Genre: Fiction Level: M Summary of the Story: This is a story about a little bunny that wants to run away. His mother says she will always run after him because she loves him and he is her little bunny. The mother tells the bunny how she will be there for him in different situations. Theme or Authors Message: The people who love you will always be there for you

Common Core Standard: CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Teaching for Processing/Strategies/Strategic Action/Teaching Point: Summarizing - Remember information to help understand the story Inferring Infer and discuss characters feelings Prereading: Have you ever had someone who is always there for you? Is there someone in your life that you are always there to help? Do you think when you help someone it shows them you care? What are some ways you can help your fellow classmates? Reading the Text: Think about what you know so far? What has happened? How is the bunny feeling? What made you think that? How does the mother feel? How do you know? Responding/Discussing the Meaning: Talk about the whole story. Why did bunny want to run away? Why do you think mother said she would follow bunny anywhere he went? Do you think bunny still wanted to run away at the end of the story? Exploring/Teaching for Processing Strategies: On page 14 the bunny says he will become a bird and fly away from his mother, why on page 15 does the mother say she will become a tree so the bird can fly home to her? On page 20 why does the bunny say he might as well just stay home and be the little bunny? Word Work: Take apart words with a variety of endings. The students will look through the book and find words that end in ing ed or est and then they will write these words on individual white boards.

Reference: Continuum of Literacy Learning Appendix D and Prompting for Successful Comprehensions Appendix C

BELOW LEVEL GROUP Book Title: A Zoo Party Genre: Fantasy Level: H Summary of the Story: A young boy wants to have a party at the zoo inviting all the animals, until he realizes he might be what is on the menu. Theme or Authors Message: Sometimes an idea might seem great at first, but then the more you think about it that idea might not be as great as you thought.

Common Core Standard: CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Teaching for Strategic Action: Summarizing What happens in the story Infer How did the main character feel at the beginning of the story, and at the end of the story Prereading: Have you ever wanted to have a party? Have you ever wanted to sit down and eat with a zoo animal? If you could have a party with zoo animals which animals would you invite? Which animals would you not invite? Before reading I would have the students name as many zoo animals as they could, and ask if they thought that animal ate meat or plants. Reading the Text: Think about what you know so far? What has happened? How is the boy feeling in the beginning of the story? What made you think that? How does the boy feel at the end of the story? How do you know? Responding/Discussing the Meaning: Talk about why the boy thought he might enjoy having a party at the zoo with the animals? Then discuss if he still thought have a party at the end of the story was such a good idea. What details did the story give about why he thought a zoo animal party might not be a good idea. Revisiting Strategic Action: How do you think the boy felt about having a zoo party on page 8? On page 12 why does the boy ask what they would have to eat at the party? The boy on page 14 says, To give the zoo a party and find I was the feast! How does he feel about having the party for the zoo animals now? Word Work: Take apart words with consonant clusters at the beginning (both blends and digraphs) I would have the students look through the book and find words that start with a blend or digraph (Examples: p.4 the, chimpanzee; p. 7 snail; p. 12 what, etc.) Reference: Continuum of Literacy Learning Appendix D and Prompting for Successful Comprehensions Appendix C

LITERACY STATIONS

Station 1
Connected to the CRP No Yes No Literature Grouping

Independent Reading

Self Selected Books from a browsing box within their independent reading level Independent Readers will select a book of their choice within their independent reading level to read to themselves so that they will reinforce comprehension skills. CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Fluency Students will read at their desk or in a reading area at their independent reading level. The students will select a book of their choice from a browsing box. The students will read to themselves Informal assessment through guided reading Example from Mrs. Lamb

Objectives

CCSS

Essential Elements

Description of Lesson Assessment Reference

Station 2
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements No Words on game board Small Group

Word Study

Readers will play a game that enforces their word study mini lesson so that they can apply the skills learned. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics

Description of Lesson

The students will practice short vowels by playing a game. The game will consist of a homemade game board, playing pieces, and homemade dice. The game board will have a variety of different words containing long and short vowels along a path (similar to candy land). The dice will have short a, short e, short i, short o, and short u on the sides. One player will roll the dice, and then move that game piece to the next word that contains that short vowel sound. The students will have to say the words along the path and problem solve to find the spot they are to go to next. The game ends when one person crosses the finish line. This will be an informal assessment that also allows the students to assess each other. The students will be able to collaborate and help each other find the next spot or if they have gone to the wrong spot. Common Core Standards, Self created game idea inspired from Pinterest Sight word CandyLandy

Assessment

Reference

Station 3
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No Sight word flash cards Small group

Fluency

Readers will participate in a hands on game so that they can practice fluency. CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Fluency Sight words will be printed on popcorn shaped paper (laminated) and placed into a plastic popcorn container. There will also be popcorn shaped words that say pop on them. The students will sit in a circle and take turns pulling out a word. If the student can read the word they get to keep it. If the student pulls out the word pop they must put all their words back into the popcorn tub. The player with the most word card is the winner. Assessment will be in the guided reading center when the students have to read their books. The students will also be able to asses each other while playing the game. Common Core Standards, Idea from kindergarten classroom at East Elementary School Portland, Indiana

Assessment Reference

Station 4
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No

Reading Response

Romeow and Drooliet written by Nina Laden Small group Readers will describe how the characters in a story respond to major events and challeneges so that they can comprehend the text they are reding. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. Comprehension The students will each have a copy of the story Romeow and Drooliet written by Nina Laden. The students will read along with the story while it plays an iPad, Smartboard, or computer. The story will be played from the website storylineonline.net. The story will take approximately 10 minutes. After the students are finished with the story they will write in the Response Journals. On each journal page the students will write the title of the story, the main characters, the plot, how the plot was resolved, a short summary, and their personal review of the book. Assessment will be their writing in their response journals. Common Core Standards, Storylineonline.net, Self Created lesson idea

Assessment Reference

CLOSURE ACTIVITY I will bring the students back together as a whole group. I would tell the students that today I taught them how use the skills we learned in whole group mini lesson in each of the centers. I will ask any students if anyone would like to share the book reviews from their response journals. I would ask the students what their favorite part of the book at the read along center was. I would then ask the students to name some words with short e, short o, and short u.

DAY 2
CORE TEXT-RELATED ACTIVITY Story Title Mr. Putter & Tabby Pick the Pears Summary This is a story about Mr. Putter and Tabby (his pet cat) who want to pick pears to make pie and jam, but are both to old to climb up the ladder into the pears tree. Mr. Putter decides to make a sling shot and shoot apples from the ground at the pears to knock them down. When that does not work he gives up but the next day the neighbor lady brought him apple pies and jams because she woke up to a lot of apples in her yard. Theme Problem Solving Common Core Standard CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. Strategic Action Focus - Summarize Objective Readers will describe how characters in a story respond to major events and challeneges so that they are comprehending what is happening in the story. Essential Elements Comprehension Description of the Lesson (See planning sheet below) Assessment/Check for Understanding During the reading I will ask the students questions that require them to discover the plot. I will also ask the students how the characters are problem solving in the story. Reference Common Core Standards, Self -Created Lesson Plan
Interactive Read Aloud and Comprehension Planning Sheet Grade Level: 2nd Common Core Standard - CCSS.ELA-Literacy.RL.2.3

Describe how characters in a story respond to major events and challenges.

Continuum Comprehension Focus: Within, Beyond, or About the Text: Within the Text Summarizing Remember important information and carry it forward. Beyond- Think what the writer means, but has not stated. Objective Readers

Book Choice: Mr. Putter & Tabby Pick the Pears

Summary: This

is a story about Mr. Putter and Tabby (his pet cat) who want to pick pears to make pie and jam, but are both to

will describe how characters in a story respond to major events and challeneges so that they are

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old to climb up the ladder into the pears comprehending what is happening in the story. tree. Mr. Putter decides to make a sling shot and shoot apples from the ground at the pears to knock them down. When that does not work he gives up but the next day the neighbor lady brought him apple pies and jams because she woke up to a lot of apples in her yard.
What is the story really about? Problem Solving Teaching Language I wonder I noticed Today I am going to teach you about describe the characters and how they respond to events in the story.

Conversation Before (Book introduction setting students up to understand the teaching points) How many of you have ever had homemade jam or pie?

Have you ever tried to do something you werent able to do on the first try?

During (2-3 places to stop connected with the strategic actions chosen as teaching points)

p. 7 What do you think Mr. Putter is going to do with the ladder? p. 12 What are some other ways Mr. Putter might be able to get the pears down from the tree? p. 18 What do you think is going to happen when Mr. Putter flings the apples into the air?

p. 5 I wonder if Mr. Putter had homemade pear jelly as a child or if he had it from the store? p. 9 I wonder what it means when it says his legs were cranky?

p. 22 I wonder where all the apples are going after they go over the house?

After (Reinforcing the teaching points)

How do you use the clues from the story to understand how the characters overcome the problem?

Today we read about Mr. Putter and how he uses problem-solving skills to help him overcome his problem (not being able to eat the pear jam) in the story.

Evidence of Understanding: I will know the students understand when they are able to discover the plot and use the clues from the story to understand how the character overcomes the plot.

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WORD STUDY MINI LESSON Principle Short e, o, u Explain the Principle - Hearing and Identifying short vowel sounds in words and the letters that represent them Common Core Standard CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Essential Elements Phonics Instruction Helps children learn the relationships between the letters of written language and the sounds of spoken language. Description of the Lesson I will make three collums on the board. One collum will be short e, one collum will be short o, and the last collum will be short u. The students will hear a word and then decide which collum the word should go under. Teach/Model I will make up a sentence and say it out loud to the students. The students will raise their hand and tell me a word from that sentence that has a short vowel e, o, or u in it. I will then ask the student which short vowel they hear. I will write the words on the board so the students have a visual list of the words we just said. Practice The students will make a list of as many short e, o, and u words as they can on their white boards. Apply - The students will apply this in their word study center. Assessment I will assess the students while we are doing the mini lesson. I will be able to see if the student can accurately pick out the word from the sentence and then decide which column the word should be placed in. Reference Common Core Standards,

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GUIDED READING

ABOVE LEVEL GROUP

Book Annotation: Tai Taylor and the Sweet Annie written by Margaret May, published in 1987 by the Wright Group Genre: Fantasy Level: O Summary of the Story: This is a story about Tai Taylor who can blow things really hard and do amazing feats that others cannot such as survive a shark trying to eat him without being injured. Theme or Authors Message: You can do anything with your imagination

ON LEVEL GROUP Book Annotation: Deadly Snakes written by Lisa McCourt Genre: Nonfiction Level: M Summary of the Story: This story talks about different types of snakes, what they eat, and if they are deadly to humans or other animals. Theme or Authors Message: To give information about snakes

BELOW LEVEL GROUP Book Annotation: The Cake That Mack Ate, Written by Rose Robart, Illustrated by Maryann Kovalski, Published by Little Brown Books for Young Readers 1991 Genre: Realistic Fiction Level: H Summary of the Story: The story talks about growing all the ingredients for the cake that Mack ate. At the end of the story it shows Mack the dog devouring the cake. Theme or Authors Message: Sometimes it takes a lot of hard work to go into something as small as a cake.

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LITERACY STATIONS

Station 1
Connected to the CRP Yes No Literature Grouping Objectives No

Independent Reading

Self selected books from a browsing box with a variety of reading levels Independent Readers will look for words they do not know in a text so that they can build their vocabulary skills and by the end of the year, read and comprehend literaturein the grades 2-3 text complexity band proficiently. CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Vocabulary The students will choose a book from a browsing box that is in their independent reading level. As the students read their book they will write down word from their story that they are not familiar with. When they find a word they do not know or have trouble pronouncing they will write it down on a piece of paper. After the student completes the book, they will use the dictionary to look up the meanings of the word. The student will then write down their student friendly definition of the word. The students word lists will be assed. After looking the word up the students will have to make their own definition for the word and this will allow me to assess the students understanding of the vocabulary. Common Core Standards, I created this activity

CCSS

Essential Elements

Description of Lesson

Assessment Reference

Station 2
Connected to the CRP Yes No Literature Grouping Objectives No Flash Cards Small Group

Word Study

Readers will practice short vowel sounds while playing a game so that they can identify short vowels and know and apply grade level phonics and word analysis skills in decoding words.

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CCSS Essential Elements Description of Lesson

CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics The students will be in two groups of 3. Each group will have their own fishing bucket, one fishing pole, and a graphic organizer. On the graphic organizer it will have a collum for short e, a collum for short o, and a collum for short u. Students will take turns fishing out a word (the fish are die cut fish shapes that have different words on them that have been laminated and have a paperclip on the end. The fishing pole is a wooden stick with string tied to the end that has a magnet). Once the student fishes out a word they must say the word and then put the fish in the appropriate collum on the graphic organizer. If they student cannot identify where the word should go then they must throw their fish back in the bucket. The students will collaborate and assess each other at this center. I will informally asses the students during guided reading. Common Core Standards, Lesson I created in the past for a classroom

Assessment Reference

Station 3
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No Flash cards Small group Readers will

Fluency

CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Fluency The students will be playing a memory matching game with flash cards. There will be 2 cards of each word that is turned upside down. The students will take turns. The first student will flip a card over and read the word. If the student cannot read the word then his/her turn is over. If the student can read the word then they get to pick another card to read. If the two cards match the student gets to keep the cards and go again. If the two cards do not match then the student must flip the cards back over and it is the next players turn. The students will be assessing each other during the game to make sure they are saying the words correctly. I will also be able to asses the students during guided reading.

Assessment

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Reference

Common Core Standards, Self Created Lesson

Station 4
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No

Reading Response

The Three Little Pig Multilevel F-I-M Written By Alyse Sweeney Independent Readers will read grade level text and then write an alternative ending to a story so that they can understand the reading. CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Comprehension The students will have a copy of the Three Little Pigs Book. This book is a multilevel reader and has difference sections for different reading levels. The students will each have the beginning and middle of the story. After reading the part of the story they were given the students will write in their reading response journals. The students will write the date and the title of the story. The students will then write their own alternative ending to the story. I will assess the students through their writing. Common Core Standards, Readinga-z.com

Assessment Reference

CLOSURE ACTIVITY I will bring the students back together as a whole group. I will ask the students to share some of the words they found while doing independent reading. Then I would have the student read their definition of the word. I would ask the students if anyone could give me an example of the word or use it in a sentence. I would then show the students a video that has a short vowel song. The video is located at http://www.youtube.com/watch?v=hnVhx3vk1Jg. I would let the students listen to the song two times (three possibly if they wanted to hear it again).

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DAY 3
CORE TEXT-RELATED ACTIVITY 1 Story Title Cats by Matthew Van Fleet Summary This is a book is an interactive book that has information about all different types of cats. Theme Responsibility Common Core Standard CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Strategic Action Focus- Search for and use information Objective Readers will learn facts and information about cats so they can identify the main purpose of a text, including what the author wants to answer, explain, or descibe. Reference Cats by Matthew Van Fleet, Common Core Standards,
Interactive Read Aloud and Comprehension Planning Sheet

Grade Level: 2

Common Core Standard - CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Continuum Comprehension Focus: Within, Beyond, or About the Text: Within- Search for and use information notice and use information sources Beyond Making Connections Connect the text personal and world knowledge as well as to other text.

Book Choice: Cats by Matthew Van Fleet

Summary This is a book is an interactive book that has information about all different types of cats.

Objective Readers will learn facts and information about cats so they can identify the main purpose of a text, including what the author wants to answer, explain, or

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descibe. What is the story really about? Informing the reader Conversation Before (Book introduction setting students up to understand the teaching points) During (2-3 places to stop connected with the strategic actions chosen as teaching points) After (Reinforcing the teaching points) p. 1 Do you think cats can wear sunglasses in real life? p. 6 Do you think this cat is enjoying taking a bath? p. 10 What do you think it means when the author says, It could be a CATastrophy? What are some things you learned about cats from this story? What kind of cat is your favorite from the story? Today I taught you how to understand what the author was trying to teach you by using the informational text about cats. p. 4 I noticed the book had a squeaker, I wonder why cats like squeaking toys? p. 6 I wonder what would happen if you tried to give a bath to your pet cat? How many of you have a pet cat? Teaching Language I wonder I noticed Today I am going to teach you how to identify the meaning of the text to understand what the author is trying to teach you.

What kind of things do you have to do to take care of your cat?

Evidence of Understanding: I will assess the students by asking questions during the reading and at the end of the reading. I will know the students understand by assessing their responses to the questions.

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WORD STUDY MINI LESSON Principle Short e, o, u Explain the Principle - Hearing and Identifying short vowel sounds in words and the letters that represent them Common Core Standard CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Essential Elements Phonics Instruction Helps children learn the relationships between the letters of written language and the sounds of spoken language. Description of the Lesson The students will use giant letter cut outs on the board to make words with short e, short o, and short u. Teach/Model I will have big letters on the board that have magnets behind them. I will model a word on the boarding using a short e, a short o, and finally a short u. Practice I will take turns calling on students to come up to the board to use the reaming letters to try and make a word with a short e, short o, or short u in them. Apply - The students will apply this in their word study center. Assessment I will assess the students as they create their words. Reference - Common Core Standards, Self-Created Lesson

GUIDED READING ABOVE LEVEL GROUP

Book Annotation: The Funny Funny Clown Face written by Margret May, Illustrated by Miranda Whitford, Published by Childrens PR 1987 Genre: Fantasy Level: O Summary of the Story: This is a story about a girl who draws a clown face and other silly pictures. When she hangs them up and goes to sleep her pictures come to life.

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Theme or Authors Message: Using your imagination can open up a whole new world. ON LEVEL GROUP

Book Annotation: Potluck written by Anne Shelby, Illustrated by Irene Traivias, Published by Orchard Books 1991 Genre: Realistic Fiction Level: M Summary of the Story: This story talks about what each member of the large family is going to bring to eat for their family potluck dinner. Theme or Authors Message: Everyone can contribute something small for a greater purpose

BELOW LEVEL GROUP Book Annotation: The Skyscraper written by Carol Johmann, Illustrated by Michael P. Cline, Published in 2001 Genre: Nonfiction Level: H Summary of the Story: This is a story about people who walk past skyscrapers everyday. It shows how a bulldozer can tear down a skyscraper and how construction workers can build a skyscraper. Theme or Authors Message: There are many different jobs related to one thing. LITERACY STATIONS 2

Station 1
Connected to the CRP Yes No No

Independent Reading

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Literature Grouping Objectives CCSS

Self Selected Books from a Browsing Box Small Group/Partners Readers will comprehend their book so that by the end of the year the can read and comprehend lieterature in the grades 2-3 text complexity band proficiently. CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Comprehension The students will each select a book that in their independent reading level. The students will pick a partner. The first student will read to their partners first. Then the other student wil read their book to their partner. I will asses the students during guided reading. Common Core Standards

Essential Elements Description of Lesson Assessment Reference

Station 2
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No Flash Cards with letters on them Small Group

Word Study

Readers will apply grade level phonics and word analysis skills so that they can create words using the short e, short o, and short u vowels. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics The students will have a variety of flash cards with letters on them and a dice. The students will work together in a small group taking turns. The students will be sitting in a circle with all the letters in front of them. The first student will roll the dice. That student will have to make that many words that have short e in them. Then the next player rolls the dice and had to make that many words with short e in them. This continues until all the pieces of the game have beend used. Then the next round will be words with short o until all the letter pieces have been used. The last round will be

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making short u words. If there is extra time the students may play a lightening round and can make words containing short e, short o, or short u. Assessment Reference The students will assess their group members while working on the activity. Common Core Standards

Station 3
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No Sentence strips that have been cut out Small Group

Fluency

Readers will practice vocabulary and fluence so that they can read grade level text with purpose and understanding. CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Fluency and Vocabulary There will be laminated sentence strips all mixed up on the floor. The sentence strips will contain the vocabulary words for the week. The students will have to match up the strips to make sentences. The studnets will arrange all the sentences and then practice reading them. The students will have the option of working collaboratively or taking turns making a sentence. The students will assess each other at the center. I will assess the students vocabulary through a weekly test. Common Core Standards

Assessment Reference

Station 4
Connected to the CRP Yes No Literature Grouping Objectives Yes Cats By Matthew Van Fleet Individual

Reading Response

Readers will reflect on the story they heard so that they can determine the main idea of a text, and recount the key details and explain how they support the main idea.

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CCSS Essential Elements Description of Lesson Assessment Reference

CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Comprehension The studnets will use construction paper, and art materials to create their own book about cats. The students will be able to write about anything they would like to on the topic of cats. The students will draw pictures to match their writing. I will assess their students comprehension by reviewing their writing Common Core Standards, Cats by Matthew Van Fleet

CLOSURE ACTIVITY As a closure activity I will bring the students back together as a whole group. I will then allow the students to share their books they made with the class. The students will have the chance to stand up and read their book so everyone can see their picture, or sit down and read their books. After a student has shared their book I will ask the students what the favorite part of their book was. I will ask them to reread their own stories. I will ask them how many words they can find in their own story that have a short e vowel, a short o vowel, or short u vowel in them. I will then give the students the option to take their books they created home, or leave them in the classroom library for the rest of the week to share with the other students.

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DAY 4
CORE TEXT-RELATED ACTIVITY 3 Story Title - Mr. Putter & Tabby Pour the Tea Summary - This is a story about a lonely man who wants to get a cat to keep him company, so he goes to the shelter to find one. Mr. Putter got a yellow cat that he named Tabby. Mr. Putter and Tabby did everything together including eating breakfast, drinking tea, working in the garden, and many other activities. Theme Companionship Common Core Standard Reading Standards for Literature: Grade 2: Craft and Structure: 3. Describe how characters in a story respond to major events and challenges. Strategic Action Focus Provide an oral summary of the text that is concise, logical and informative. Essential Elements Summarizing Objective Readers will describe how characters in a story respond to major events and challenges so that the reader will comprehend how the plot is resolved. Description of the Lesson (See planning sheet below) Assessment/Check for Understanding During the reading I will make sure the students are able to identify the main characters and the problem the characters face. Reference Common Core Standards, Basal Core Reader

Interactive Read Aloud and Comprehension Planning Sheet Grade Level: 2nd Common Core Standard - Reading Standards for Literature: Grade 2: Craft and Structure: 3. Describe how

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characters in a story respond to major events and challenges.

Book Choice: Mr. Putter & Tabby Pour the Tea

Continuum Comprehension Focus: Within, Beyond, or About the Text: Within: Summarize: Remember important information and carry it forward. Objective Readers will describe how characters in a story respond to major events and challenges so that the reader will comprehend how the plot is resolved.

Summary: This is a story about a lonely man who wants to get a cat to keep him company, so he goes to the shelter to find one. Mr. Putter got a yellow cat that he named Tabby. Mr. Putter and Tabby did everything together including eating breakfast, drinking tea, working in the garden, and many other activities.

What is the story really about? The author wants the reads to understand a friendship between a man and his pet. Teaching Language I wonder I noticed Today I will help you remember important information in the text so you can describe how characters respond to major events and challenges.

Conversation Before (Book introduction setting students up to understand the teaching points) Do you have a pet at home that you consider a friend?

What are some special things you can do with your pet?

During (2-3 places to stop connected with the strategic actions chosen as teaching points)

p. 43 Why do you think Mr. Putter wants someone to share his stories with? p. 49 Why do you think Mr. Putter is interested in the old cat? p. 55 In what ways do you think Mr. Putter and Tabby are alike?

p. 46 I wonder why he was not delighted anymore after looking in the cage?

p. 53 I noticed Tabby is always with Mr. Putter.

p. I noticed Tabby seems as happy as Mr. Putter.

After (Reinforcing the teaching points)

What did Mr. Putter do to make himself less lonely?

Today we read about how Mr. Putter solves his problems by getting an old cat and described how the character responded to his problem.

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Evidence Of Understanding: During the reading I will make sure the students are able to identify the main characters and the problem the characters face.

WORD STUDY MINI LESSON Principle Short e, o, u Explain the Principle - Hearing and Identifying short vowel sounds in words and the letters that represent them Common Core Standard CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Essential Elements Phonics Instruction Helps children learn the relationships between the letters of written language and the sounds of spoken language. Description of the Lesson I will have the letters e, o, and u written on the board in different areas. I will then have the students make words that begin with the short vowels. Teach/Model I will write a word that begins with short e in the correct column (example egg), I will do the same for the o and the u (examples octopus and umbrella) Practice I will then as the students if they can think of a word that starts with short e. After the students make a list of all the words they can think of I will repeat this process with o and u. Apply - The students will apply this in their word study center. Assessment I will assess the students by the words they are writing on the board. I will make sure the words begin with the appropriate short vowel sound. Reference Common Core Standards

GUIDED READING

ABOVE LEVEL GROUP

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Book Annotation: Rosa Parks Freedom Rider written by Keith Brandt, Illustrated by Joanne Mattern, Published by Scholastic in 2006 Genre: Nonfiction Level: O Summary of the Story: This is a story about Rosa Parks standing up for herself on the bus. This book explains an important event in American history. Theme or Authors Message: Stand up for what you believe in

ON LEVEL GROUP

Book Annotation: What is a Fly? Genre: Nonfiction Level: M Summary of the Story: This story gives a large amount of information about flies. Theme or Authors Message: To give informational text about flies and how they live.

BELOW LEVEL GROUP Book Annotation: What People Do Genre: Nonfiction Level: H Summary of the Story: This book introduces readers to many different careers that children can have when they grow up and work hard. Theme or Authors Message: The author wants the children to know there are many different jobs out there and they can be anything they want to be if they work hard.

LITERACY STATIONS

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Station 1
Connected to the CRP Yes No Literature Grouping Objectives CCSS No

Independent Reading

Animals, Animals Multileveled Text By Cheryl Ryan Individual Readers will read the same CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Vocabulary The students will each have a copy of the multileveled reader Animals Animals. The students will reader to read individually to themselves. The students may read in the reading corner or at their desks. This book will be in their independent reading levels since it is a multileveled book. If the students have time left in the center they will need to read the book twice. If the students have finished the book twice they can use their yellow crayon to highlight any vocabulary words they found in the book. I will asses the students during guided reading. Common Core Standards

Essential Elements Description of Lesson

Assessment Reference

Station 2
Connected to the CRP Yes No Literature Grouping Objectives No Legos with letters on them Small

Word Study

Readers will use letters to create words that being with a short e, short, o, and short u so that they will be able to know and apply grade level phonics and word analysis skills. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics

CCSS Essential Elements

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Description of Lesson

The students will use legos that have letters on them to build words that begin with short e, short o, and short u. They can work collaborately, or they can build words on their own. The students will see how many words they can make. After the students finish making as many words as they can they will write the words down on paper. I will look at the word lists the students have created. Common Core Standards

Assessment Reference

Station 3
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No Sentence strips containing vocabulary words Small Grouping

Fluency

Readers will read grade lever text with purpose and understanding so that they can build fluency. CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Fluency and Vocabulary The students will have a stack of sentence strips. The strips will contain many different strips for the vocabulary words. There will alse be a small container with wooden craft sticks in it. Each craft stick will contain a voice, tone, or action (example: talk like an alien, talk like you are underwater, talk like a teacher, etc.). the first student will select a sentence strip from the pile, and then a craft stick from the container. That sudent must read the sentence in using the voice, tone, or action from the craft stick. An example could be that the student has to read the sentence: For dinner my mother is making an exquisite meal. If the student drew out the craft stick saying talk like you are underwater the student may hold their nose while reading the sentence strip. The next student will then take their turn. This will continue until all the sentence strips have been used. Then all the strips and craft sticks will be returned and the activity will continue until the center time is complete. I will asses the students during the closure activity. Common Core Standards, Idea adapted from an in class activity

Assessment Reference

Station 4
Connected to the Yes

Reading Response

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CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson Mr. Putter & Tabby Pour the Tea Individual Readers will describe how characters in a story respond to major challeneges and events so that they can create their own story. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. Comprehension The students will create their own Mr. Putter and Tabby story using the characters from the book Mr. Putter & Tabby pour the tea. The students can choose to make a book and write about their story and draw illustrations. The studnets may also choose to create and act out a new Mr. Putter & Tabby story. The students have the freedom to be creative and expressive while sharing their Mr. Putter & Tabby stories. I will assess the students on their writing or when they share during the closure activity. Common Core Standards, Mr. Putter & Tabby Pour the Tea

Assessment Reference

CLOSURE ACTIVITY I will have the students come back together as a whole group. I will then ask who would like to share their Mr. putter & Tabby story. I will to try and choose at least one person or group that wrote and illustrated a story and one person or group that is acting out their new story. After the children have had time to share their stories with each other I will select a sentence strip and craft stick from the Fluency center. As a group we will all read the sentence strip in the voice I selected from the container. We will only do 3-5 sentence strips as a group to wrap up the activity. I will allow the students who created books to take their books home or give them the opportunity to share them in the classroom library for the remainder of the week.

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DAY 5

CORE TEXT-RELATED ACTIVITY Story Title Cat Kisses By Bobbi Katz Summary- This is a short poem about a cat who loves to kiss. Theme Affection Common Core Standard CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Strategic Action Focus Maintain Fluency Objective Readers will explore this poem while maintaining fluency so that they can learn to read at a good rate with phrasing, pausing, intent, and appropriate stress. Essential Elements Read at a good rate with phrasing, pausing, intention, and appropriate stress. Description of the Lesson See Lesson Plan Below Assessment/Check for Understanding I will assess the students as they respond to my questions and interact with the reading Reference Common Core Standards, Basal Core Reader
Interactive Read Aloud and Comprehension Planning Sheet Grade Level: 2

Common Core Standard - CCSS.ELA-Literacy.RL.2.4

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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Book Choice: Cat Kisses

Continuum Comprehension Focus: Within, Beyond, or About the Text: Within Maintain Fluency

Summary:

Objective Readers

This is a short poem about a cat who loves to kiss.

will explore this poem while maintaining fluency so that they can learn to read at a good rate with phrasing, pausing, intent, and appropriate stress.

What is the story really about? Poetry

Conversation Before (Book introduction setting students up to understand the teaching points) During (2-3 places to stop connected with the strategic actions chosen as teaching points) After (Reinforcing the teaching points)
Do you think the girl in the story likes getting kisses from her cat? Line 1: Why do you think the author says the kisses are like sandpaper?

Teaching Language I wonder I noticed

Today I am going to teach you how to maintain fluency while reading poetry. Have you ever gotten kissed by a cat?

How did it feel when he/she kissed you?

Line 2: I wonder why cats like to give kisses on the chin.

Line 8: Why does the author call the cat an alarm clock with fur?

Line 4: I noticed that giving kisses and purring is the cats way to show that she is happy.

Today I taught you how to maintain fluency while learning to read poetry at an appropriate rate.

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Evidence of Understanding: I will know the children understand when they are able to answer my questions and interact with the poem as I read.

WORD STUDY MINI LESSON Principle Short e, o, u Explain the Principle - Hearing and Identifying short vowel sounds in words and the letters that represent them Common Core Standard CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Essential Elements Phonics Instruction Helps children learn the relationships between the letters of written language and the sounds of spoken language. Description of the Lesson I will have a large list of words on the board. I will then ask a student to come up and erase a word that does not have a short e, short o, or short u. Then I will ask the next student to come up and circle a word that does contain one of those short vowels. I will rotate until all the words are either circled or erased. Teach/Model I will model this lesson by erasing one word that does not contain a short e, short o, or short u, and by circling one word Practice The students will practice by either erasing a word or circling a word when it is their turn. Apply - The students will apply this in their word study center. Assessment I will assess the students on their ability to follow direction to either erase or circle, and I will also assess students on their choice of words. Reference Common Core Standards

GUIDED READING Above Level Group

Book Annotation: The Magic School Bus Flies With the Dinosaurs, By Martin Schwabacher, Illustrated by Carolyn Bracken

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Genre: Fantasy Level: O Summary of the Story: This is a story about Miss Frizzle taking her class back in time to explore life with the dinosaurs. Theme or Authors Message: To give information regarding dinosaurs

ON LEVEL GROUP

Book Annotation: The Day It Rained Hearts written by Felicia Bond, Published by HarperCollins in 2006 Genre: Fantasy Level: M Summary of the Story: This is a story about a little girl who caught hearts that were raining from the sky to make different things with them to send to her loved ones on Valentines Day. Theme or Authors Message: There may be more than one way to use an object/item.

BELOW LEVEL GROUP Book Annotation: Jenny Lives on Hunter Street written by Ngaire Ravenswood, Published by the Wright Group 1992 Genre: Nonfiction Level: H Summary of the Story: This is a story about a little girl who wants her friend to come and play but she thinks her friend lives so far away. She uses a map to find her way to her friends house. Theme or Authors Message: Sometimes things that seem too hard can be done with help.

LITERACY STATIONS

Station 1

Independent Reading

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Connected to the CRP Yes No Literature Grouping Objectives CCSS

No Self Selected books from a browsing box Individual Readers will select a book of their choice within their independent reading level to read to themselves so that they will reinforce comprehension skills. CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Comprehension and Fluency Students will read at their desk or in a reading area at their independent reading level. The students will select a book of their choice from a browsing box. The students will read to themselves. I will assess the students during guided reading. Common Core Standards

Essential Elements Description of Lesson Assessment Reference

Station 2
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements No Word Shark Short Vowel Game Small Group

Word Study

Readers will practice phonics skills while playing a fun game so that they will know and apply grade level phonics and word analysis skills. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics

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Description of Lesson

The students will play the game word shark short vowels. Assessment Reference The students will assess each other while playing the game. Common Core Standards, TeacherCreated.com

Station 3
Connected to the CRP Yes No Literature Grouping Objectives CCSS Essential Elements Description of Lesson No Sentence strips with vocabulary words on them Partners

Fluency

Readers will read sentence strips containing vocabulary words so that they can read grade lever text with purpose and understaning. CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Vocabulary and Fluency The students will work with the vocabulary sentence strips for the week. Each student will have a partner. The first person will read the sentence. The second person will repeat the sentence without looking at the strip. If they get the entire sentence correct it is their turn to read the next sentence and their partner will have to repeat the sentence without looking. The students will assess each other during the center. Common Core Standards

Assessment Reference

Station 4
Connected to the CRP Yes No No

Reading Response

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Literature Grouping Objectives CCSS

Self Selected Books From a Browing Box Individual Readers will describe how the characters in a story respond to major events and challeneges so that they can comprehend the text they are reding. CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. Vocabulary, Fluency, Comprehension I will let the students select one book from the browsing box to read and write about. The students will write in their reading response journals. They will write the title of the book and the date. They will give a short summary of the book and then write a book review about the book. I will assess the students writing in their journal. Common Core Standards

Essential Elements Description of Lesson

Assessment Reference

CLOSURE ACTIVITY I will bring the group back together and allow them time to share their book reviews with the class if they would like to.

ASSESSMENTS
I will assess the students on a daily basis during guided reading. I will make appropriate notes and adjustments as needed as the week progresses. I will give the students weekly tests on Friday. I will give the students a comprehensive test over Mr. Putter & Tabby Pour the Tea. There will be a section of the test that contains vocabulary for the week, and phonics. I will assess the students on their test scores and their weekly activities.

BIBLIOGRAPHY

Hooks, William H., and S. D. Schindler. The Three Little Pigs and the Fox. New

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York: Macmillan, 1989. Print. Laden, Nina. Romeow & Drooliet. San Francisco: Chronicle, 2005. Print. Lippman, Peter J. Animals! Animals! New York: Golden, 1976. Print. Rylant, Cynthia, and Arthur Howard. Mr. Putter & Tabby Pick the Pears. Orlando: Harcourt, 2008. Print. Rylant, Cynthia, and Arthur Howard. Mr. Putter & Tabby Pour the Tea. Orlando: Harcourt, 2007. Print.

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