PRIMARY READING GRADE 2 RELA DTA PLANNING GUIDE

Initial Preparation Plans

FFT Support, 1.c (Setting Instructional Outcomes)
Selection Title: Animals Need our Care Theme: Pets Are our friends Date: October 31-November 3 EQ: How do we care
for animals?

IDENTIFY STRATEGY(IES) or SKILL(S) FROM
STANDARDS
Think abouts
Are standards from more than one strand included
(Foundational Skills, Reading, Writing, Speaking &
Listening, Language)?
Are standards and rubrics made available?
How are they posted and shared with students?
Cite Evidence Remind children that this week they have been reading selections about caring for
animals. I will tell them that now they will compare these texts. Model comparing text using Taking
Care of Pepper, Reading/Writing Workshop, pages 7075, and Lola and Tiva,
ThinkAloud Taking Care of Pepper and Lola and Tiva are both about how people care for animals. In
Taking Care of Pepper, Jack cares for his horse, Pepper. In Lola and Tiva, Tiva takes care of a very
unusual pet a black rhinoceros named Lola.

Have children use a graphic organizer to compare the basic needs of Pepper and Lola. Guide children

to discuss and write about the animals and how the people in the stories care for them.

Present Information Groups will present their information to the class.

MATCH OBJECTIVE WITH TEXT

Ensure each text(s) is well aligned to the chosen The text gives students an opportunity to focus on multiple skills that will assist them
strategy/skill and to student needs/interests/cultural with answering the essential question.
diversity.
Think abouts
Is the text complexity appropriate considering the
quantitative measures, qualitative measures, the
students, and the tasks (RL.10/RI.10)?
Are various texts are used for whole group as well as
small group instruction?

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LESSON OBJECTIVE(S)/OUTCOMES Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
Objective(s) must be specific, measurable, rigorous,
stated as a learning outcome, and in PGCPS format. peers and adults in small and larger groups. SL.2.1
Think abouts Follow agreed-upon rules for discussions (e.g., gaining the fl oor in respectful ways, listening to others
Why are you setting this objective?
with care, speaking one at a time about the topics and texts under discussion). SL.2.1a
What is the expected learning outcome of this lesson?
What verbs have been included in the objective to
ensure high expectations and high levels of rigor?
Does the objective(s)/outcome prompt students to
raise questions, solve problems, think, and reason?
MATERIALS AND/OR TECHNOLOGY
RESOURCES (AS NEEDED) Reading Wonders
Materials that are necessary for the lesson; resources that Reading Journals
will enhance instruction. Graphic Organizer
Think abouts Vocabulary Cards
How will these materials and/or resources enhance
instruction, increase the academic rigor for students,
or support teaching through multiple modalities?

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VALUE, SEQUENCE, AND ALIGNMENT/BALANCE October 31, 2017
Students must be able to build their understanding of important ideas
from concept to concept. I will explain to children that they will write about one of the selections they have read this week. Using
Think abouts
text evidence, children will write their opinions on how well the author used key details. Children will
How does the lesson fit in with previous and future lessons in
the context of a unit of study/arc of learning? cite text evidence to support their opinions.
How will this lesson proceed in terms of time and learning
tasks? Using the evidence in the text, students will write about how the author uses key details to inform or
What interdisciplinary connections and/or technology will be
explain.
made in this lesson?
In what ways is this lesson rigorous and authentic? Refer to the Key Details Chart the class completed for Taking Care of Pepper. Guide children to state
Is there a balance of instruction utilizing multiple modes of
learning? their opinions by asking how and why questions.

How do the key details that the author uses inform or explain?

Why are these details important to understanding the selection?

I will work with children to complete the sentence frames using information from Taking Care of

Pepper.

In ___________ I think the author did a good job of using key details to ___________. I think this

because ___________. The most important details the author included are ___________. These

details are important because ___________.

Then, I will have children select another text they have read this week and use the sentence frames to

write their opinion about how the author uses key details. Tell children to reread the text and find

evidence to support their opinions.

I will ask partners to share their paragraphs and discuss how the evidence they cited supports their

opinions. Partners may suggest additional text evidence if necessary.

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Developmental Activities (Day 2)
HM Read Aloud
Building Background November 1, 2017
Introduce Focus Skill
Routine Writing Build Fluency: Sound Spellings
Students write to source in relation to the objective and/or Display the Word-Building Cards: a_e, a, e, o, u, sl, dr, sk, sp, st, tr,
guiding question.
pr, pl, c, d, f, g, h, j, k, ck, m, n, p, q, r, w, x. Have children say each
*Continue to Reading Groups
sound.
Explain/review the strategy and how it is used.
Students engage with the complex text (set their purpose Review Show children how to blend words phoneme by
for reading, skim, read, and code/ annotate, use the featured
phoneme. Listen as I say a group of sounds. Then blend those
strategic behaviors).
Utilize portions of text to read aloud and think alouds to use sounds to form a word.
if needed. Students will be engaged in tasks related to /k/ // /k/ (cake)/s/ /n/ // /k/ (snake)/k/ /a/ /p/ (cap)
phonics, spelling, and vocabulary. /k/ // /p/ (cape)/t/ /a/ /p/ (tap) /t/ // /p/ (tape)
The At-A-Glance provides the sequence of skills that need Phonemic Awareness
to be addressed.
Reinforcement, modifications, and extensions will need to Blending
be considered based on students needs.
Select Phonemic Awareness Mini-Lesson: Blending.

In the activity, listen to the introduction as a class. Children

are asked to say each sound as they drag a marker into

the box above it to hear the sound.

Children will blend the sounds into a word as they select the
play button. Then they can hear the word by selecting the

speaker button.

Call volunteers to the whiteboard to complete the activity as a

class. Or, complete several examples as a class and then

assign the activity to children for independent practice or a

computer center activity.

I will have children read and say the words bake, mat, safe, wake,

tan, drape, state, and pan. Then have children follow the word

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 building routine with Word-Building Cards to build ate, gate, fate, fat,

fad, fade, made, mad, mat, map, tap, tape, grape, grade.

I will help children practice word automaticity. Display decodable

words and point to each word as children chorally read it. Test how

many words children can read in one minute. Model blending words

children miss.

Phonics

Build Words

Select Phonics Mini-Lesson: Build Words

In the activity, listen to the introduction as a class. Children are

asked to use a select group of letters to build words.

Call volunteers to the whiteboard to complete the activity as a

class. Or, complete several examples as a class and then

assign the activity to children for independent practice or a

computer center activity.

November 2, 2017

Review Remind children that an -ed added to the end of a verb tells

about something that has already happened. Write and read

aloud camp, camped. Write and read aloud the word camping.

Explain that camping is happening in the present. Have children write

sentences using ask, asked, asking; pack, packed, packing.

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 CLASS PRESENTATION ROUTINE

Structural Analysis

Select Structural Analysis. In this activity, listen to the

introduction as a class. Children are asked to add inflectional

endings -ed and -ing.

Call volunteers to the whiteboard to complete the activity. Or,

complete several examples as a class and then assign the

activity to children for independent practice or a computer center

activity.

Review Have children use the Spelling Word Cards to sort the weekly

words by vowel sounds. Remind children that four of the words do not

have the short or long a sound.

Assess Assess children on their abilities to spell words with

short a and long a. Say each word and provide a sentence so that

children can hear the words used in a correct context. Then allow

them time to write down the words. To challenge children, have them

write down additional words..

CLASS PRESENTATION ROUTINE

Spelling Word Cards

Select Spelling Word Cards.

Display each card.

Call on a volunteer to read each word and think of a

sentence for it. Follow this procedure with each word. Ask

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 children to write the words on a piece of paper. Invite a

student up to the board to display each spelling card

again. Have partners check each others work for correct

spelling.

Ask partners to come to the board and sort the words based
on ending spelling patterns or other criteria.

November 3, 2017
Review Display High-Frequency Word Cards another, done, into,

move, now, show, too, water, year, your. Have children

Read/Spell/Write each word. Have children write a sentence with

each word.

CLASS PRESENTATION ROUTINE

High-Frequency Word Routine

Select High-Frequency Word Routine.

In the activity, listen to the instructions as a class. Children

are asked to use high-frequency words in sentences.

Call volunteers to the whiteboard to complete the activity as a

class. Or, complete several examples as a class and then

assign the activity to children for independent practice or a

computer center activity.

CLASS PRESENTATION ROUTINE

Visual Glossary

Select Visual Glossary.

Discuss the visual with children.

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 View the words with animation by selecting the play icon.

Select the sound icon to listen to the word and a context

sentence.

Select the Routine tab.

Read together with children the definition and example

sentence. Select the sound icon to hear the word, its

definition, and a context sentence.

Read the question. Ask partners to discuss the word.

Ask partners to share with the class what they discussed.

Review Display Visual Vocabulary Word Cards excited, safe, wild,

allowed, roam, wandered, care and needs. Have children review each

word using the Define/Example/Ask Routine on the back of each

card.

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VALUE, SEQUENCE, AND ALIGNMENT/BALANCE
Students must be able to build their understanding of important ideas
from concept to concept.
Think abouts
How does the lesson fit in with previous and future lessons in
the context of a unit of study/arc of learning?
How will this lesson proceed in terms of time and learning
tasks?
What interdisciplinary connections and/or technology will be
made in this lesson?
In what ways is this lesson rigorous and authentic?
Is there a balance of instruction utilizing multiple modes of
learning?

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