Time/Subject

9:10-10:40 ELA

Lesson Information

Chaining: bad, tad, cad, glad, fad, clad, dad, brad, had,
lad, mad, pad, sad, ladder, daddy, paddle, saddle,
shadow
Create Spelling Dictionaries as a class:
1. Each student receives a preprepared booklet
with pages from A-Z.
2. Students add the chained words to their
dictionaries on the correct pages as modeled
by the teacher
Comprehension Worksheet similar to Engage NY to
Continue with routine
Read Miss Nelson is Missing to the class
Complete Worksheet listing Characters, Setting, Details,
Problem, and Solution as a class
Go over Verb Worksheet given last week-most of the
class did not understand it so we are going to discuss it
and review what verbs are
Read to Self
Model Three Ways to Read a Book
1. Read and talk about the pictures
2. Read the words
3. Retell a previously read book
Brainstorm I-Chart (Anchor Chart)
o Students
Read the whole time
Stay in one spot
Read quietly
Work on stamina
Get started right away
o Teacher
Work with groups of students

Standards
RF.2.3a Know and apply gradelevel phonics and word analysis
skills in decoding words.
RF.2.3b Distinguish long and short
vowels when reading regularly
spelled one-syllable words
RF.2.4 Read with sufficient
accuracy and fluency to support
comprehension.
RF.2.4a Read on-level text with
purpose and understanding.
RL.2.1 Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate understanding of key
details in a text.
RL.2.10 - By the end of the year, read and
comprehend literature, including stories and
poetry, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the
high end of the range.

Listen to students read

Help students with reading
Model and practice student
behaviors of Read to Self
Discuss where to sit and how to choose
where to sit
Discuss how to choose a good-fit book
Begin building stamina
1. 1 minute
2. 3 minutes
3. 5 minutes

Daily Paragraph Editing

10:40-11:30
Writing

Narrative Writing

11:30-12:10
Recess/Lunch

N/A

W.2.3 Write narratives in which

Teach (modeling):
they recount a well-elaborated
Personal narrative is the fancy name for writing about your
life. Itormight
a small everyday
happening or a
event
shortbe
sequence
of events,
some events, or experiences, from my own life that I wouldinclude
like to write
about.
Teacheractions,
shares and writes a
details
to describe
own life. Ex: Learning to ride my bike. Breaking my arm. Getting
stitches
in
my
chin.
My
cat
Bailey. The morn
thoughts, and feelings, use
Active Engagement (guided practice):
temporal words to signal event
Writers close your eyes and think about your own life. Think about some events, or experiences, that you w
order, and provide a sense of
it might be something that happened just this week or a long time ago. It might be something scary that hap
closure.
time when you got lost in a store. It might be something funny
that happened. Maybe your dog chewed your
With
guidance
and the
support
school with your shirt on backwards and inside out. In yourW.2.5
private
voice,
tell yourself
list of events that h
and peers,
on a
why they are memorable. Turn and talk with your neighborfrom
aboutadults
your ideas.
Have focus
a few students
share pe
topic and strengthen writing as
the whole class.
Bridge to Independent Practice:
needed by revising and editing.
Good writers write down lists of their ideas so that they will remember them. Today when you return to you
ideas. When you finish writing your list, select one of your ideas to write about. Writers return to own seats
This may be done on teacher chosen paper, in a writing notebook, or journal.writing the idea you just shared

12:10-11:30

11:35-12:25 PE
12:25-12:55
Intervention
Block

12:55-3:26
Social Studies

Math Module 1 Lesson 5

N/A
Rotation Groups while teacher does AIMS Testing
and 3 students do STAR Testing
Groups switch each day
1: Comprehension Packet
2: Group Book Reading and worksheet with
characters, setting, details, problem and solution
3: Vowel Zoo Folder Game
4: Making Words
Create words from adnst
Write each word in a sentence
Neighborhoods Textbook
Introduce vocab; read unit 1, lesson 1 as class
and teacher will ask questions along the way.

Students will answer the lesson review

2.OA.A.1 - Use addition and subtraction

within 100 to solve one- and two-step word
problems involving situations of adding to,
taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g.,
by using drawings and equations with a
symbol for the unknown number to represent
the problem. (See Glossary, Table 1.)

2.OA.B.2 - Fluently add and subtract

within 20 using mental strategies. By end of
Grade 2, know from memory all sums of two
one-digit numbers. (See standard 1.OA.6 for a
list of mental strategies.)

questions in small groups/partners using Stop

and Jot strategy.

SW individually work on practice book lesson

1 if time permits.

TUESDAY
Time/Subject
9:10-10:40 ELA

10:40-11:30
Writing

Lesson Information
Rotation Groups while teacher does AIMS Testing
and 3 students do STAR Testing
Rotations are 20 minutes each with each group
switching to next activity in order
1: Comprehension Packet
2: Group Book Reading with Questions
3: Comprehension Packet
4: Making Words
Create words from adnst
Write each word in a sentence

Standards
RF.2.3 aKnow and apply gradelevel phonics and word analysis
skills in decoding words.
RF.2.3b Distinguish long and short
vowels when reading regularly
spelled one-syllable words
RF.2.4 Read with sufficient
accuracy and fluency to support
comprehension.
RF.2.4a Read on-level text with
purpose and understanding.
RL.2.1 Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate understanding of key
details in a text.
Narrative Writing
W.2.3 Write narratives in which
Teach (modeling):
they recount a well-elaborated
As a writer I can think about my idea as a movie in my mind
to get
ready
to write.ofWhat
happened at th
event
or me
short
sequence
events,
What are the details? The teacher first models with closedinclude
eyes recalling
ideas
as
a
movie.
Next
details to describe actions, the teache

loud being sure to verbalize thinking: (Setting) One time when

I was and
8 years
old I was
playing in a friends b
thoughts,
feelings,
use
taking turns climbing the slide on the swing set to reach a temporal
rope hanging
fromtoa signal
tree. We
would swing on the
words
event
again. (Next) One time I jumped for the rope and my neighbor
jumped
at the same
time.of
This caused me to
order,
and provide
a sense
and I fell 20 feet to the ground. (Last) When I got up, my hand
was
hanging
limp
from
my
wrist. My mom cam
closure.
go to the hospital where I spent the night. Now that the event is fresh in my mind I am ready to write.
W.2.5 With guidance and support
Active Engagement (guided practice):
from adults and peers, focus on a
Writers I want you to return to your seats and take out your list of personal narrative ideas from your own li
topic
andidea
strengthen
writing
your list and choose one experience. You are welcome to add
a new
if you have
one.as
Give students 2-5
by revising
and editing.
Now close your eyes and let the movie of your experienceneeded
play in your
head. Teacher
talks out loud the thi
now going to tell our experience to our neighbor. Be sure to be an active listener as well. ELD: I am going t
time__________. Teacher moves around the room checking with groups.
Bridge to Independent Practice:
Writers, as soon as you have each told your experience, you may begin writing. You may go back to the pie
start writing the idea you just shared with your neighbor.

11:30-12:10
Recess/Lunch

N/A

12:10-11:30

Math Module 1 Lesson 6

2.OA.A.1 - Use addition and subtraction within
100 to solve one- and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the
unknown number to represent the problem.
(See Glossary, Table 1.)
2.OA.B.2 - Fluently add and subtract within 20
using mental strategies. By end of Grade 2,
know from memory all sums of two one-digit
numbers. (See standard 1.OA.6 for a list of
mental strategies.)
2.NBT.B.5 - Fluently add and subtract within
100 using strategies based on place value,

properties of operations, and/or the relationship

between addition and subtraction

11:35-12:25
Music
12:25-12:55
Intervention
Block

12:55-3:26
Social Studies

N/A
Rotation Groups while teacher does AIMS Testing
and 3 students do STAR Testing
Groups switch each day
1: Comprehension Packet
2: Group Book Reading and worksheet with
characters, setting, details, problem and solution
3: Vowel Zoo Folder Game
4: Making Words
Create words from adnst
Write each word in a sentence
Civics

WEDNESDAY

Time/Subject
9:10-10:40 ELA

Lesson Information
Rotation Groups while teacher does AIMS Testing
and 3 students do STAR Testing
Rotations are 20 minutes each with each group
switching to next activity in order
1: Comprehension Packet
2: Group Book Reading with Questions
3: Comprehension Packet
4: Making Words
Create words from adnst

Standards
RF.2.3 aKnow and apply gradelevel phonics and word analysis
skills in decoding words.
RF.2.3b Distinguish long and short
vowels when reading regularly
spelled one-syllable words
RF.2.4 Read with sufficient
accuracy and fluency to support
comprehension.

Write each word in a sentence

RF.2.4a Read on-level text with

purpose and understanding.
RL.2.1 Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate understanding of key
details in a text.

W.2.3 Write narratives in which they

recount a well-elaborated event or
Teach (modeling):
sequence
events,narratives
include have characte
Here is a chart with the important elements of a personal short
narrative.
Goodof
personal
to describe
thoughts,
(where/when), events (details about what happened), and details
a personal
reactionactions,
(tells how
you felt or why this
and
feelings,
temporal
words to setting, even
you). I am going to read you a personal narrative and I want
you
to thinkuse
about
the characters,
signal
event
order,
and
provide
a
you listen. Share chosen narrative from above.
sense of closure.
Active Engagement (guided practice):
Turn and talk to your neighbor about the different elements of the narrativewho were the characters, whe
what events happened and why was it important or how you felt. Allow students to share with one another
volunteers to share out and teacher writes answers under correct headings on chart pad.
Bridge to Independent Practice:
As you are doing your independent writing I will be looking for students who have included the elements of

10:40-11:30
Writing

Narrative Writing

11:30-12:10
Recess/Lunch
12:10-11:30
11:35-12:25
Music
12:25-12:55
Intervention
Block

N/A
Math Module 1 Lesson 6
N/A
Rotation Groups while teacher does AIMS Testing
and 3 students do STAR Testing
Groups switch each day
1: Comprehension Packet
2: Group Book Reading and worksheet with
characters, setting, details, problem and solution

12:55-3:26
Social Studies

3: Vowel Zoo Folder Game

4: Making Words
Create words from adnst
Write each word in a sentence
Civics

THURSDAY

Time/Subject
9:10-10:40 ELA

Lesson Information
Read an article as a class-child appropriate pulled
from Scholastic News

10:40-11:30
Writing

Narrative Writing

Standards
RF.2.3 aKnow and apply gradelevel phonics and word analysis
skills in decoding words.
RF.2.3b Distinguish long and short
vowels when reading regularly
spelled one-syllable words
RF.2.4 Read with sufficient
accuracy and fluency to support
comprehension.
RF.2.4a Read on-level text with
purpose and understanding.
RL.2.1 Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate understanding of key
details in a text.

W.2.3 Write narratives in which they

recount a well-elaborated event or
Teach (modeling):
short
events,
include (plan) my
I realized how important these elements are and how using
the sequence
chart can of
help
me organize

details
to verbally
describemodels
actions,and
thoughts,
writing. Teacher uses an overhead/enlarged sheet of the chart
and
writes what to
feelings,
usehappened
temporal with
words
tocat,
put in each section. Example: I was thinking about a true and
experience
that
my
signal
eventinorder,
and provide
a middle of the
Spencer. So under character I will write Spencer and me.
We were
my bedroom
in the
of closure
night. (I will put bedroom and night under setting.) I wassense
dreaming
about swimming when suddenly I
woke up. (So under events I will write dreaming and woke up.) My cat, Spencer, was licking my face.
No wonder I felt wet! I hugged Spencer close and fell back to sleep. (Ill add Spencer licks me and I
hugged Spencer under events.) I was so happy to have a friend like Spencer. (Under personal reaction
Ill write happy to have a friend)
Active Engagement (guided practice):
Now close your eyes and think of a true experience that has happened to you. Tell yourself in your
private voice the elements...characters, setting, events and personal reaction. Option: you may choose
to have your students turn and talk
Bridge to Independent Practice:
Writers, now take your own copy of the personal narrative elements chart and fill it in with the
experience you just thought of. This is something that you can use today in your writing and each time
you plan a new personal narrative. From now on, have personal narrative elements charts available for
student use. After you have filled in the chart, you may use it to begin a new piece or put it in your
folder to use at a later time.

11:30-12:10
Recess/Lunch
12:10-11:30
11:35-12:25
Music
12:25-12:55
Intervention
Block

N/A
Math Module 1 Assessment
N/A
Rotation Groups while teacher does AIMSWeb
Testing and 3 students do STAR Testing on the
computer
Groups switch each day
1: Comprehension Packet
2: Group Book Reading and worksheet with
characters, setting, details, problem and solution
3: Vowel Zoo Folder Game focusing on long/short

12:55-3:26
Social Studies
Friday-No School

vowels
4: Making Words
Create words from adnst
Write each word in a sentence
Mystery Reader-Emily Brooks