Literacy Block Template

Day 1 Independent Reading Whole class focus: Reading Reading Groups Writing
(15 minutes) strategy
(30 minutes) (35 minutes)
(15 minutes)
3 groups: On, below, and above
grade level

ELA Standards 2.RL.CS.5 Describe the 2.RI.CS.4 Determine the
overall structure of a meaning of words and phrases
story, including how the in a text relevant to a grade 2
beginning introduces the topic or subject area.
story and the ending
concludes the action. 2.RL.CS.5 Describe the overall
structure of a story, including
how the beginning introduces
the story and the ending
concludes the action
2.RL.CS.5 Describe the overall
structure of a story, including
how the beginning introduces
the story and the ending
concludes the action.
2.RI.CS.5 Know and use various
text features to locate key facts
or information in a text
efficiently.
2.RL.CS.5 Describe the overall
structure of a story, including
how the beginning introduces
the story and the ending
concludes the action.
2.RI.CS.5 Know and use
various text features to locate
key facts or information in a
text efficiently.

2.ESS2: Earth’s Systems 2.ESS2: Earth’s Systems

4) Use information obtained
from reliable sources to
explain that water is found in
the ocean, rivers, streams,
lakes, and ponds, and may be
solid or liquid.
4) Use information obtained
from reliable sources to explain
that water is found in the ocean,
rivers, streams, lakes, and
ponds, and may be solid or
liquid.

2.ETS2: Links Among 2.ETS2: Links Among

Engineering, Technology,
Science, and Society
1) Use appropriate tools to
make observations, record
data, and refine design ideas.
Engineering, Technology,
Science, and Society
1) Use appropriate tools to

Learning Objectives The students will The students will tell the
summarize their favorite teacher when the students
part in the book they hear new vocabulary words.
chose.
Tasks The students will choose The teacher will say, “Today, I
a fiction book that is on am going to begin reading the
their reading level. The book Oh Say Can You Say
students will read the What’s the Weather Like
book they selected for 10 Today? The teacher will tell
minutes. the students to be listening for
new words. When the student
hears a word that they do not
know, the student will raise
their hand. The teacher will
write the list of unknown
words on a poster. The list
should include the following
words: meteorologist,
thermometer, anemometer,
drizzle, hurricane, croak,
cirrus, cumulonimbus,
cumulus, smog, precipitation,
sleet, hail, evaporation,
condensation, climate, and
forecaster.
make observations, record data,
and refine design ideas.
The students will examine the The students will use the
pictures in the book to make vocabulary words from the
predictions. book in their independent
writing.
Group 1: This group will do a The students will use the
picture walk with the book The poster the teacher created
Magic School Bus: Inside a during the whole class focus.
Hurricane. The students, The students will choose four
individually, will do their own of the new vocabulary words
picture walk. Once the students to write a paragraph. The
finish the picture walk, the students should have four
teacher will bring the students sentences in their paragraph
back together for the teacher to and each sentence should
read the book all the way contain at least one of the
through. The students will vocabulary words written on
follow along as the teacher the poster.
reads the book.
Group 2: This group will do a
picture walk with the book
Down Comes the Rain. The
students, individually, will do
their own picture walk. Once the
students finish the picture walk,
the teacher will bring the
students back together for the
teacher to read the book all the
 way through. The students will
follow along as the teacher
reads.

Group 3: This group will do a

picture walk with the book The
Snowy Day. The students, as a
group, will do a picture walk.
Once the group finishes doing
the picture walk, the teacher
will read the book aloud and the
students will follow along as the
teacher reads.

Assessment The students will take the The teacher will go back and
next 5 minutes to write in read the sentence that the
their composition new vocabulary word is in
notebook. Today’s aloud. The teacher will ask the
prompt will be written on students, “What does this
the whiteboard that word mean using context
reads, “What is your clues?” The students will raise
favorite part from the their hand to answer and
book you read today?” orally define the term in the
The students will write 2- sentence in their own words.
3 complete sentences in This process will be completed
their notebook. multiple times until the
teacher goes through each
new vocabulary word.
Group 1: The teacher will have a
conference with each student
and ask each student, “What do
you think is happening on this
page?” “If we were to read this
page, what do you think the
author would be telling us?” The
teacher will jot down each
students’ response on a sticky
note. Once the teacher has read
through the entire book, the
teacher will ask the students if
what they thought the story was
going to be about was correct?
The students will go around
sharing what they thought the
story was about and what the
story was actually about.
The teacher will use a rubric
to grade the students’
paragraph. The teacher will
look for four vocabulary words
that are found on the poster.
Also, the teacher will check to
see if the students used the
vocabulary words correctly in
their sentences. The teacher is
also checking for correct
spelling, use of correct
capitalization, and
punctuation. The students will
turn in their paragraph once
completed.
Group 2: The students will
answer the teacher’s questions,
such as, “What do you think is
happening in the book on this
page?” “What do you think this
chart is telling us?” The teacher
will jot down each students’
response on a sticky note. Once
the teacher has read through
the entire book, the teacher will
ask the students is this what you
thought the book was about?
The teacher will have the
students explain why or why
not? The teacher will ask the
students to share their answer
and explain why or why not.

Group 3: The teacher will ask

the students as a group, “What
is happening in this picture?”
“Explain what this girl is doing
on this page?” The teacher will
jot down each students’
response on a sticky note. Once
the teacher has read through
the entire book, the teacher will
ask the students what was this
book about? Then the teacher
will ask the students, “What did
you think the pictures were
about before I read it aloud?”
The teacher will refer to the
students’ responses on the
sticky-notes as needed. The
teacher and students will
discuss their predictions of the
book during their picture walk
compared to what the story was
actually about.
 Literacy Block Template
Day 2 Independent Reading Whole class focus: Reading Groups Writing
(15 minutes) Reading strategy
(30 minutes) (35 minutes)
(15 minutes)
3 groups: On, below, and above
grade level

ELA Standards 2.RI.CS.4 Determine the 2.RI.CS.6 Identify the 2.RL.CS.5 Describe the overall 2.RL.CS.5 Describe the overall
meaning of words and main purpose of a text, structure of a story, including how structure of a story, including
phrases in a text relevant including what an author the beginning introduces the story how the beginning introduces
to a grade 2 topic or wants to answer, explain, and the ending concludes the the story and the ending
subject area. or describe. action. concludes the action.

2.RL.CS.5 Describe the 2.RI.CS.5 Know and use various text 2.RI.CS.5 Know and use
overall structure of a features to locate key facts or various text features to locate
story, including how the information in a text efficiently. key facts or information in a
beginning introduces the text efficiently.
story and the ending 2.ESS2: Earth’s Systems
concludes the action 4) Use information obtained from
reliable sources to explain that water
2.ESS2: Earth’s Systems is found in the ocean, rivers, streams,
4) Use information lakes, and ponds, and may be solid or
obtained from reliable liquid.
sources to explain that
water is found in the 2.ETS2: Links Among Engineering,
ocean, rivers, streams, Technology, Science, and Society
lakes, and ponds, and 1) Use appropriate tools to make
may be solid or liquid.
observations, record data, and refine
design ideas.
2.ETS2: Links Among
Engineering, Technology,
 Science, and Society
1) Use appropriate tools
to make observations,
record data, and refine
design ideas.

Learning Objectives The students will find 3 The students will define The students will make sense of the The students will select four
new words that was the new vocabulary text by answering the teacher’s vocabulary words to include in
found in the students’ words found in the book. comprehensive questions. their paragraph.
book.

Tasks The students will choose The teacher will say, Group 1: The teacher will remind the The students will use the
a non-fiction book on “Yesterday I began to students that yesterday they did a poster the teacher created
their reading level. The read the book Oh Say picture walk and the teacher read during the whole class focus
students will read for 10 Can You Say What’s the through the entire book The Magic on Monday and that was
minutes. Weather Like Today? School Bus: Inside a Hurricane. Then added to during today’s
Today I am going to finish the teacher will say, “Today we are whole class focus. The
reading this book. going to listen to the book on audio.” students will choose four of
Remember to be The teacher will pass out a copy of the new vocabulary words
listening for new each book to the students so they from today’s section of
vocabulary words.” can follow along. The teacher will
reading to write a
paragraph. The students
When the students hear encourage the students to follow
should have four sentences
a new vocabulary word, along as they listen to the book.
in their paragraph and each
the student will raise
sentence should contain at
their hand and tell the least one of the vocabulary
teacher the word and the Group 2: The teacher will remind the words written on the poster.
teacher will add it to the students that yesterday they did a
poster that the teacher picture walk and the teacher read
started on Monday. The through the entire book Down Comes
list should include the the Rain. Then the teacher will say,
following words: tropical, “Today we are going to listen to the
jungle, humid, tornadoes, book on audio.” The teacher will pass
crystals, and magnify.
 Once the teacher is out a copy of each book to the
finished reading the book students so they can follow along.
and writing down new The teacher will encourage the
vocabulary words. The students to follow along as they
teacher and the students listen to the book.
will read the vocabulary
Group 3: The teacher will remind the
words together.
students that yesterday they did a
picture walk and the teacher read
through the entire book The Snowy
Day. Then the teacher will say,
“Today we are going to listen to the
book on audio.” The teacher will pass
out a copy of each book to the
students so they can follow along.
The teacher will encourage the
students to follow along as they
listen to the book.

Assessment The students will take the The teacher will ask the Group 1: After the students have The teacher will remind the
next 5 minutes to write in students, “Can anyone listened to the book, the teacher will students about the rubric that
their composition tell me what they ask the students some the teacher will be using to
notebook. Today’s remember about the comprehension questions about the grade their paragraphs. The
prompt will be written on word tropical?” The text. The teacher will ask the teacher will have a printed
the whiteboard that teacher will go through students, “Do you think Arnold knew copy of the rubric for students
reads, “Write down 3 each vocabulary word that Ms. Frizzle was going to take to look at as the students
new words found in the from the second section them on a crazy field trip? Why do write their paragraphs. The
book that you read.” of the book and see what you think this way?” The teacher will rubric will be used by the
Once the students have students remember also ask the students, “Once the teacher to grade the students’
written down their 3 new about the word. The students made it to the weather work. The students will turn in
words, the students with teacher will ask the station safely, do you think the their paragraph once
get with a partner and students if they weather forecasters knew what the completed.
remember the sentence students went through to get there?
share their 3 new words the word was in, what Do you think they realized that they
that they each found. the author was talking knew all of this information because
about, or what the they had just been through a storm
picture was about when and tornado?” Lastly, the teacher will
the vocabulary word was ask the students, “Do you think this
on that page. story really happened? That they
jumped out of a hot air balloon and
got stuck inside of a tornado? Explain
why or why not?” The teacher will
then add after the student answers
the question correctly, “So do you
think the facts in this book are true or
false, if the story could not really
happen? Explain why you think so.”
The teacher will informally assess the
students to see if they
comprehended the text by the
answers the students give.

Group 2: After the students have

listen to the book, the teacher will
ask the students a few
comprehensive questions about the
text. The teacher will ask the
students, “Can anyone tell me a fact
that they remember from the book?”
The teacher will flip to page 23 and
ask the students, “Why did the
author include this picture of this
flow chart? What can you tell me
about this flow chart?” The teacher
will informally assess the students to
see if they comprehended the text by
the answers the students give.

Group 3: After the students have

listened to the book, the teacher will
ask the students some
comprehension questions about the
text. The teacher will ask the
students, “Why did Peter make a
snowman and a snow angel by
himself?” Also, the teacher will ask
the students, “When Peter went to
check his pocket to see if his snowball
was still there what had happened?”
Lastly, the teacher will ask the
students, “Did Peter understand
where his snowball had gone? How
do you know?” The teacher will
informally assess the students to see
if they comprehended the text by the
answers the students give.
 Literacy Block Template
Day 3 Independent Reading Whole class focus: Reading Groups Writing
(15 minutes) Reading strategy
(30 minutes) (35 minutes)
(15 minutes)
3 groups: On, below, and above
grade level

ELA Standards 2.RI.CS.4 Determine the 2.RL.CS.5 Describe the 2.RL.CS.5 Describe the overall 2.RL.CS.5 Describe the overall
meaning of words and overall structure of a structure of a story, including how structure of a story, including
phrases in a text relevant story, including how the the beginning introduces the story. how the beginning introduces
to a grade 2 topic or beginning introduces the and the ending concludes the the story and the ending
subject area. story and the ending action. concludes the action.
concludes the action.
2.RI.CS.5 Know and use various text 2.RI.CS.5 Know and use
2.ESS2: Earth’s Systems features to locate key facts or various text features to locate
4) Use information information in a text efficiently. key facts or information in a
obtained from reliable text efficiently.
sources to explain that 2.ESS2: Earth’s Systems
water is found in the 4) Use information obtained from
ocean, rivers, streams, reliable sources to explain that water
lakes, and ponds, and is found in the ocean, rivers, streams,
may be solid or liquid. lakes, and ponds, and may be solid or
liquid.
2.ETS2: Links Among
Engineering, Technology, 2.ETS2: Links Among Engineering,
Science, and Society Technology, Science, and Society
1) Use appropriate tools 1) Use appropriate tools to make
to make observations, observations, record data, and refine
record data, and refine design ideas.
design ideas.
Learning Objectives The students will read a The students will point The students will recall facts from the The students will write facts
non-fiction book of their out what happened in beginning of the book. for the beginning section on
choice. the beginning of the their graphic organizer.
book.

Tasks The students will choose The teacher will Group 1: Then the teacher will say, The teacher will remind
a science based book on introduce a new reading “Now it is time that you will read the students that the structure of
their reading level. The strategy called text book The Magic School Bus: Inside a the beginning of a book
students will read for 10 structure. The teacher Hurricane.” The teacher will tell the prepares the readers for what
minutes. will explain to students group of students that they are going the book will be about. The
that text structure is how to take turns reading through this teacher will point out an
the book is laid out. The book. Each student will read two example that stories have the
teacher will make a chart pages and then the next student same structure. The teacher
to help explain text sitting next to that student will read will tell the students that their
structure. The chart will next. book from guided reading
look like a T-chart but each had a beginning that
with an extra section in prepared us for what we will
the middle. The first Group 2: Then the teacher will say, learn or read about in the rest
section will be labeled “Now it is time that you will read the of the book. The teacher will
beginning. Underneath book Down Comes the Rain.” The say, “In the beginning of Oh
beginning, the teacher teacher will tell the group of students Say Can You Say What’s the
will write introduces the that they are going to take turns Weather Like Today? The Cat
story. The second reading through this book. Each in the Hat told us that we
selection will be labeled student will read two pages and then cannot stay inside even
middle. Underneath the next student sitting next to that though it is raining.” The
middle, the teacher will student will read next. teacher will give each student
write what happens in a graphic organizer that has
the middle of the story three sections, beginning,
and comes after the Group 3: Then the teacher will say, middle, and end. The teacher
beginning. The third “Now it is time that you will read the will explain to the students
section will be labeled book The Snowy Day.” The teacher that the students will fill in
ending. Underneath will tell the group of students that this graphic organizer over the
 ending, the teacher will
write what takes place at
the end of the story. It
comes after the middle
of your story. The
teacher will say this is the
structure of the book
that we are going to read
today. Then the teacher
will begin to read Oh Say
Can You Say What’s the
Weather Like Today? The
teacher will read the first
12 pages of the book.
Assessment The students will take the The teacher will ask the
next 5 minutes to write in students, “Now that I
their composition have only read the
notebook. Today’s beginning of the book
prompt will be written on can anyone tell me some
they are going to take turns reading
through this book. Each student will
read two pages and then the next
student sitting next to that student
will read next.
Group 1: Once the students have
finished reading the book The Magic
School Bus: Inside a Hurricane, the
teacher will ask the students, “Can
you recall any facts that happened in
next couple of days. The
teacher will ask the students
what is the structure of Oh
Say Can You Say What’s the
Weather Like Today? The
teacher will take suggestions
from the students and the
teacher’s sentence will sound
something like the following
example, “The book Oh Say
Can You Say What’s the
Weather Like Today?
introduced the story by The
Cat in the Hat telling us about
temperature, instruments,
and clouds. The teacher will
have the student’s copy the
sentence into the beginning
section on their graphic
organizer. The teacher will tell
the students to add a
sentence on what also
happened in the beginning of
the story or a fact that was
found in the beginning of the
story in this section.
The teacher will remind the
students that they will be
filling out their graphic
organizer over the next couple
of days to then take their
the whiteboard that important facts that I the beginning of the story?” Then the
reads, “Write down 2 read?” The teacher will teacher will ask a follow up question,
new words from the book record the students’ facts “How do we know that this fact
that you selected today. on the chart that was happened in the beginning of the
Then write two sentences created during the task story and not in a different part?”
that include the new portion. The teacher will The teacher will make a note of the
vocabulary words that tell the students that for students’ responses to these
you found. One new word the next couple of days questions.
per sentence.” they are going to be
reading through this
book and pointing out Group 2: Once the students have
the middle, and ending of finished reading the book Down
the book, just like they Comes the Rain, the teacher will ask
did for the beginning of the students, “Can you recall any
the book. facts that happened in the beginning
of the story?” The teacher will
encourage the students to flip
through the book to recall facts
about the beginning of the book.
Then the teacher will ask a follow up
question, “How do we know that this
fact happened in the beginning of the
story and not in a different part?”
The teacher will make a note of the
students’ responses to these
questions.
Group 3: Once the students have
finished reading the book The Snowy
Day, the teacher will ask the
students, “Can you recall any facts
sentences and make a
paragraph. The teacher will
tell the students, “I will be
using a rubric to grade your
paragraph.” The rubric has
guidelines that the students
should follow in order to make
a good grade on this
assignment. The teacher will
be looking for correct
capitalization and
punctuation, accurate
summaries, the students have
the three part of the text
structure: beginning, middle,
and end, and the appropriate
number of sentences
established by the teacher.
The teacher will have group 1
write 3 sentences for each
section for a total of 9
sentences once completed.
The teacher will have group 2
write 2 sentences for each
section for a total of 6
sentences once completed.
The teacher will have group 3
write 1 sentence for each
section for a total of 3
sentences once completed.
The teacher will take up the
students’ graphic organizer
that happened in the beginning of and keep it until tomorrows
the story?” The teacher will tell the writing time.
students to go back and flip through
the beginning of the book to help
them recall facts that they read from
the book. The teacher will make a
note of the students’ responses to
these questions.
 Literacy Block Template
Day 4 Independent Reading Whole class focus: Reading Groups Writing
(15 minutes) Reading strategy
(30 minutes) (35 minutes)
(15 minutes)
3 groups: On, below, and above
grade level

ELA Standards 2.RL.CS.5 Describe the 2.RL.CS.5 Describe the 2.RL.CS.5 Describe the overall 2.RL.CS.5 Describe the overall
overall structure of a overall structure of a structure of a story, including how structure of a story, including
story, including how the story, including how the the beginning introduces the story how the beginning introduces
beginning introduces the beginning introduces the and the ending concludes the the story and the ending
story and the ending story and the ending action. concludes the action.
concludes the action. concludes the action.
2.RI.CS.5 Know and use various text 2.RI.CS.5 Know and use
2.ESS2: Earth’s Systems features to locate key facts or various text features to locate
2.RI.CS.5 Know and use
4) Use information information in a text efficiently. key facts or information in a
various text features to
obtained from reliable text efficiently.
locate key facts or
sources to explain that 2.ESS2: Earth’s Systems
information in a text
water is found in the 4) Use information obtained from
efficiently.
ocean, rivers, streams, reliable sources to explain that water
lakes, and ponds, and is found in the ocean, rivers, streams,
may be solid or liquid. lakes, and ponds, and may be solid or
liquid.
2.ETS2: Links Among
Engineering, Technology, 2.ETS2: Links Among Engineering,
Science, and Society Technology, Science, and Society
1) Use appropriate tools 1) Use appropriate tools to make
to make observations, observations, record data, and
record data, and refine refine design ideas.
design ideas.
Learning Objectives The students will identify The students will find
facts from the beginning important facts that are
of the book they chose. found in the middle of
the text.
Tasks The teacher would have The teacher will tell the
selected a book for each students that yesterday
student before they learned about text
independent reading structure and how every
time. The teacher would book has a beginning,
have selected the books middle, and end. The
based on the students’ teacher will remind the
reading level and how the students what the
structure of the book beginning is, it is what
would appropriately suit the author is telling us at
the student. The students the beginning of the
will get the book inside book. The teacher will
their tub with their name tell the students that
on it. The students will today they will be talking
read their selected book about and reading the
for 10 minutes. middle of a story. The
teacher will read the
middle section from the
chart created yesterday,
“What happens in the
middle of the story and
comes after the
beginning.” Then the
teacher will read the next
12 pages (the middle
section) of Oh Say Can
The students will point what
happened in the middle of the book.
Group 1: The teacher will say,
“Yesterday we read The Magic School
Bus: Inside a Hurricane as a group.
Today, I will be pairing you up with a
partner to read the book together.”
The teacher will pair the students
together strategically. The teacher
will remind the students to take turns
reading the book. The teacher will
tell the students that they can sit
anywhere in the classroom with their
partner, as long as they are not
distracting anyone. The teacher will
have the students come back to the
table once the students are done
reading. The teacher will be walking
around and monitoring the students
to make sure they are staying on task
and taking turns reading the book.
Group 2: The teacher will say,
“Yesterday we read Down Comes the
Rain as a group. Today, I will be
pairing you up with a partner to read
The students will summarize
the middle section of the book
as part of their graphic
organizer.
The teacher will remind the
students that yesterday they
learned about the structure of
the beginning of a book and
how it prepares the readers
for what the book will be
about. The teacher will remind
the students that the middle
can be found in the middle of
the story. Also, it comes after
the beginning. The teacher
will give each student back
their graphic organizer that
they started working on
yesterday. The teacher will ask
the students, “Who can tell
me what were some facts
from the middle of the story
Oh Say Can You Say What’s
the Weather Like Today?” The
students’ answer could
involve facts about
snowflakes, hot, wet, and cold
weather from the book. The
teacher will tell the students
to add a sentence on what
You Say What’s the the book together.” The teacher will also happened in the middle
Weather Like Today? pair the students together of the story or a fact that was
strategically. The teacher will tell the found in the middle of the
students to read two pages and then story in the middle section of
your partner read two pages. The their graphic organizer.
teacher will tell the students that
they can sit anywhere in the
classroom with their partner, as long
as they are not distracting anyone.
The teacher will have the students
come back to the table once the
students are done reading. The
teacher will be walking around and
monitoring the students to make
sure they are staying on task and
taking turns reading the book after
every two pages.

Group 3: The teacher will say,

“Yesterday we read The Snowy Day
as a group. Today, I will be pairing
you up with a partner to read the
book together.” The teacher will pair
the students together strategically.
The teacher will tell the students to
take turns reading after every page.
The teacher will tell the students that
they can sit anywhere in the
classroom with their partner, as long
as they are not distracting anyone.
The teacher will tell the students to
 come back to the table after they
finish reading to talk about the
middle of the book. The teacher will
be walking around and monitoring
the students to make sure they are
staying on task and taking turns
reading and switch after every page.

Assessment The students will take the The teacher will ask the Group 1: Once the students have The teacher will remind the
next 5 minutes to write in students, “Today I only finished reading the book The Magic students that they will be
their composition read the middle of this School Bus: Inside a Hurricane and adding to their graphic
notebook. Today’s book, who can tell me have made their way back to the organizer on day 5 in order to
prompt will be written on some facts from what I table with the teacher, the teacher complete it and then compose
the whiteboard that just read?” The teacher will ask the students, “Can you recall a paragraph using their
reads, “Now that you will record the students’ any facts that happened in the graphic organizer to help
have read the book that I facts in the middle middle of the story?” Then the them. The teacher will give
have selected, write section of the chart. The teacher will ask a follow up question, each student a rubric and
down 2 facts that the teacher will tell the “How do we know that this fact remind the students that the
author stated during the students that tomorrow happened in the middle of the story teacher will be looking for
beginning of your book.” they will finish reading and not in a different part?” The correct capitalization and
the book and point out teacher will make a note of the punctuation, accurate
some facts that were students’ responses to these summaries, that the students
found in the ending of questions. have the three parts of the
the book, just like they text structure: beginning,
Group 2: Once the students have
did for the beginning and middle, and end, and the
finished reading the book Down
middle section. appropriate number of
Comes the Rain and have made their
sentences established by the
way back to the table with the
teacher. The teacher will take
teacher, the teacher will ask the
up the students’ graphic
students, “Can you recall any facts
organizer and keep it until
that happened in the middle of the
tomorrows writing time.
story?” Then the teacher will ask a
follow up question, “How do we
know that this fact happened in the
middle of the story and not in a
different part?” The teacher will
make a note of the students’
responses to these questions.

Group 3: Once the students have

finished reading the book The Snowy
Day and have made their way back to
the table with the teacher, the
teacher will ask the students, “Can
you recall any facts that happened in
the beginning of the story?” The
teacher will tell the students to go
back and flip through the middle
section of the book to help them
recall facts that they read from the
book. The teacher will make a note of
the students’ responses to these
questions.
 Literacy Block Template
Day 5 Independent Reading Whole class focus: Reading Groups Writing
(15 minutes) Reading strategy
(30 minutes) (35 minutes)
(15 minutes)
3 groups: On, below, and above
grade level

ELA Standards 2.RL.CS.5 Describe the 2.RI.CS.6 Identify the 2.RL.CS.5 Describe the overall 2.RL.CS.5 Describe the overall
overall structure of a main purpose of a text, structure of a story, including how structure of a story, including
story, including how the including what an author the beginning introduces the story how the beginning introduces
beginning introduces the wants to answer, explain, and the ending concludes the the story and the ending
story and the ending or describe. action. concludes the action.
concludes the action.
2.RL.CS.5 Describe the 2.RI.CS.5 Know and use various text 2.RI.CS.5 Know and use
overall structure of a features to locate key facts or various text features to locate
2.RI.CS.5 Know and use
story, including how the information in a text efficiently. key facts or information in a
various text features to
beginning introduces the text efficiently.
locate key facts or
story and the ending 2.ESS2: Earth’s Systems
information in a text
concludes the action 4) Use information obtained from
efficiently.
reliable sources to explain that water
2.ESS2: Earth’s Systems is found in the ocean, rivers, streams,
4) Use information lakes, and ponds, and may be solid or
obtained from reliable liquid.
sources to explain that
water is found in the 2.ETS2: Links Among Engineering,
ocean, rivers, streams, Technology, Science, and Society
lakes, and ponds, and 1) Use appropriate tools to make
may be solid or liquid.
observations, record data, and refine
design ideas.
2.ETS2: Links Among
Engineering, Technology,
 Science, and Society
1) Use appropriate tools
to make observations,
record data, and refine
design ideas.
Learning Objectives The students will explain The students will select
what happened in the facts that are found in
middle of the book they the ending of the book.
read independently.
Tasks The students will choose The teacher will remind
either a fiction or a non- the students what the
fiction book that is on beginning is, it is what
their reading level. The the author is telling us at
students will read the the beginning of the
book they selected for 10 book, what the middle is,
minutes. it is what happens in the
middle of the book, and
that today they will be
looking at the end of the
book. The teacher will
read the ending section
of the chart, “What takes
place at the end of the
story.” Then the teacher
will read the last 12
pages of Oh Say Can You
Say What’s the Weather
Like Today?
The students will read independently
with an emphasis on the ending of
the book.
Group 1: The teacher will say to the
students, “Yesterday you read the
book The Magic School Bus: Inside a
Hurricane with a partner. Today, you
will be reading the book
independently.” The teacher will
allow the students to sit anywhere in
the room within limits and far
enough away from other students so
they will not distract one another.
The teacher will tell the students
once done reading the book to come
back to the table to discuss the
ending of the book with the teacher.
The teacher will be walking around to
monitor each students’ independent
reading and to make sure that
students are staying on task.
The students will conclude
their graphic organizer by
adding facts about the ending
of the story.
The teacher will remind the
students that yesterday they
learned about the structure of
the middle of a book. The
teacher will also remind the
students that the end is found
at the end of the story. Plus, it
comes after the middle. The
teacher will give each student
back their graphic organizer to
fill out the last section. The
teacher will ask the students,
“Who can tell me what were
some facts from the end of
the story Oh Say Can You Say
What’s the Weather Like
Today?” The students’
answers could involve facts
from the book about storms,
lighting, thunder, hurricanes,
tornados, and The Cat in the
Group 2: The teacher will say to the
students, “Yesterday you read the
book Down Comes the Rain with a
partner. Today, you will be reading
the book independently.” The
teacher will allow the students to sit
anywhere in the room within limits
and far enough away from other
students so they will not distract one
another. The teacher will tell the
students once done reading the book
to come back to the table to discuss
the ending of the book with the
teacher. The teacher will be walking
around to monitor each students’
independent reading and to make
sure that students are staying on
task.
Group 3: The teacher will say to the
students, “Yesterday you read the
book The Snowy Day with a partner.
Today, you will be reading the book
independently.” The teacher will
allow the students to sit anywhere in
the room within limits and far
enough away from other students so
they will not distract one another.
The teacher will tell the students
once done reading the book to come
back to the table to discuss the
ending of the book with the teacher.
Hat leaving. The teacher will
tell the students to add a
sentence on what also
happened at the end of the
story or a fact that was found
at the end of the story in the
last section of their graphic
organizer. Once the students
have completed their three
sections: beginning, middle,
and end of the graphic
organizer, the student will get
out a piece of paper and write
a paragraph using the
appropriate number of
sentences that the student
should have in each section.
The students’ paragraph
should include the students’
beginning, middle, and ending
section from the graphic
organizer. After the student
have completed their
paragraph, the student will
turn their graphic organizer
and paper with the paragraph
on it into the basket to be
graded by the teacher.

Assessment The students will take the
next 5 minutes to write in
their composition
notebook. Today’s
prompt will be written on
the whiteboard that
reads, “Write 2 facts of
what happened at the
middle of the story that
you chose to read.” The
students will write their 2
facts in complete
sentences.
The teacher will ask the
students, “Since we
finished the book today,
who can tell me what
happened at the end of
the story? What are
some important facts
that we read today?” The
teacher will record the
students’ facts in the
ending section of the
chart. The teacher will
tell the students that
later on during writing
time, the students will
finish their paragraph
because we have now
learned all the part of the
text structure: beginning,
middle, and end.
The teacher will be walking around to
monitor each students’ independent
reading and to make sure that
students are staying on task.
Group 1: Once the students have The teacher will remind the
finished reading the book The Magic students to refer to their
School Bus: Inside a Hurricane rubric when writing their
independently the students will come paper. Also, the teacher will
back to the table with the teacher. tell the students to proofread
The teacher will ask the students, their paragraph and make
“Can you recall any facts from the sure that they followed each
ending of the book?” Then the criteria of the rubric before
teacher will ask, “How do we know turning in their graphic
that this fact happened in the end of organizer and paper with the
the story and not in a different part?” students’ paragraph on it. The
The teacher will make a note of the teacher will grade the
students’ responses to these students’ graphic organizer
questions. based on completion and the
paragraph based off of the
criteria listed on the rubric.
Group 2: Once the students have
finished reading the book Down
Comes the Rain independently the
students will come back to the table
with the teacher. The teacher will ask
the students, “Can you think of any
facts from the ending of the book?”
Then the teacher will ask, “How do
we know that this fact happened at
the end of the story and not in the
beginning or middle?” The teacher
will make a note of the students’
responses to these questions.

Group 3: Once the students have

finished reading the book The Snowy
Day independently the students will
come back to the table with the
teacher. The teacher will ask the
students, “Can you think of any facts
from the ending of the book?” Then
the teacher will ask, “How do we
know that this fact happened at the
end of the story and not in the
beginning or middle?” The teacher
will encourage students to go back
and flip through the ending section of
the book to help them think of facts
that they read from the book. The
teacher will make a note of the
students’ responses to these
questions.