2nd Grade ELAR Lesson Plan

Teacher: Crabtree Six Weeks:2nd Week & Story: 2 “The Great Fuzz Module: 2
Frenzy “
Key Terms/Vocabulary: Technology: Istation and document camera
gasped, frenzy, battleground, feud Spelling: tap, tape, fin, fine, cute, ride, rob, robe,
cap, cape
Academic: setting, describe, rhythm Bonus words: scrap, scrape
Standards and Alignment TEKS for Unit
2.4A Read aloud grade-level appropriate text with fluency and comprehensions.
2.6D Create mental images to deepen understanding
2.6E Make connections to personal experiences, ideas in other text, and society
2.7A Describe personal connections to a variety of sources
2.8D Describe the importance to the setting
2.9B Explain visual patterns and structures in a variety of poems
2.9F Recognize characteristics of multimodal and digital texts
2.10D Discuss the use of descriptive, literal and figurative language
2.11D(iii) Use standard English conventions like singular, plural, common, and proper nouns
ELPS 1C 1E 2C 3B
Lead4ward Instructional Strategy Playlist AVID: Writing to Learn Reflection Tools
1. Pair-SQUARE-Share 1. Quick writes
2. KWL Chart 2. Three column notes
3. Thinking partners 3. Interactive Journals
MONDAY
Fluency: Phonics: Vocabulary: words 1-7 Comprehension:
Dibles/Intonation short and long vowels Use vocabulary cards 2.18- setting
CVC,CVe pp.T354-355 2.23. You can also find
I Do: Write mat. Read the these on line to use on the
word and say the vowel ELMO.
sound. Point out the CVC
pattern. Model using sound
I do: Say the word have
spelling cards. students repeat. Explain
We do: Display cards: sweep meaning. Talk about examples
hand under the letter and We do: Guide students to
blend each sound. Guide make connections between
students to do the same. each words meaning and in
their lives.

Essential Questions/Hook (5min):

● How does exploring help us understand the world around us?

Instruction and Mini-  AVID Writing Prompt

Lesson: (15 minutes)  Dibels Fluency Passage Partner Timed 1 Minute Read
 Rite Flight Words
Put anchor charts here  Sight Word/Phrases Power Points
 Read objective/EQ
 2nd Grade ELAR Lesson Plan
 Introduce Setting Skill with Anchor Chart: Setting pp. T360 or use
online display.
 Introduce: pp. T360-361 It’s Only Stanley
 Students do picture walk, make a prediction, discuss genre and author
 Introduce Vocabulary using TLI format
 Phonics/Spelling Skill: Short and Long Vowels (CVC, VCe)
 Grammar Skill: One and more than one

Guided Practice: I do – Teacher will display anchor chart and explain that all stories include a
(I do, we do, you do) setting. The setting of a story is where and when the story takes place. Display
(8 mins) Anchor Cart 11/Setting. Explain that it is important to ask yourself, : Why is
the setting important to the story? Model Organizer 18 with “It’s Only Stanley”
We do – Students will preview “It’s Only Stanley” and then read together using
correct intonation.
You do – Students will identify and describe the setting in a book that they are
reading independently.

Writing: W23 Pre writing -Identify the main topic for an essay. Display and
engage 2.3ab and review the prompt. Use Anchor Chart W6/Research and
Sources to model how to begin your research. Have children continue to plan
in their writing by using Insider charts on Writer’s Notebook page 2.5 or in
their own notebook. Students will turn and talk with a classmate about
different questions to ask that can help guide their research.
W-I-C-O-R

Modifications:
__ Sped:
__ ESL: __ picture cards ___ peer support __ gestures __ sentence frames __ clarify
__ 504: __ shorten assign __
Closure: (1 min) Restate objective, today we. . .tomorrow we will
Exit ticket or CFU: Collaboration-turn and talk: Share a setting from a book
you are reading.
Independent Practice and Reader’s Corner: Title, Author, # times read then take Read Counts Tests
Assessment: (45 mins) Technology: I-station
Vocabulary: 2 or 3 Column Notes
Fluency: Dibels timed reading passages & (Skill of Week from basal)
Writing: Identify nouns as singular and plural form. Printable Grammar 2.2.1
Word Work: Long and Short Vowels: sort CVC and VCe patterns (pp.45-47)

TUESDAY
Fluency: Dibles Phonics: Vocabulary: Comprehension:
Intonation pp. T 370-371 Short and Long pp.T372-373 Setting, Making
Vowels (CVC, VCe) Connections
 2nd Grade ELAR Lesson Plan
I do: Write can and point out I do: Introduce with Use Anchor chart 7 to
the CVC pattern. Use the vocabulary cards 2.24- explain making
continuous Blending routine 2.31. Say the word. connections. Before
to model. Explain meaning. Talk you read the story.
We do: Write the two rows of about examples.
words on the board. What We do: Guide students
patterns do you notice? How to make the connection
are the words alike and between each word’s
different? Reread chorally, meaning and their life.
rapid review, and read You do: Role play/ With
sentences written with the your hand act out
words on the board. tumbling and then
You do: write the pair of someone who strokes a
words. Have a partner pet. Tell how the
identify the patterns. movements are alike
and different.
Essential Questions/Hook (5min):
● How does exploring help us understand the world around us?
Instruction and Mini-Lesson:  AVID Writing Prompt
(15 mins)  Dibels Fluency Passage Partner Timed 1 Minute Read
 Rite Flight Words
 Sight Word/Phrases Power Points
 Read objective/EQ
 Read Story (Follow along or choral, buddy or independent read)
Guided Practice: I do – Teacher will model and explain there are 3 ways to make connections.
(I do, we do, you do) Pp T374-375 Play audio about Susan Stevens Crummel and Janet Stevens.
(8 mins) We do – Students will discuss the genre and make a prediction on what they
might find in the story. Discuss the authors. Read text together
You do – Students will use the turn and talk routine with the question on
Teaching Pal and myBook p 181.

W-I-C-O-R

Modifications:
__ Sped:
__ ESL: __ picture cards ___ peer support __ gestures __ sentence frames __ clarify
__ 504: __ shorten assign __

Closure: (1 min) Restate objective, today we. . .tomorrow we will

Exit ticket or CFU: On an index card/sticky note write a connection that you
made to the story.

Independent Practice and
Assessment: (45 mins)
2nd Grade ELAR Lesson Plan
Reader’s Corner: Title, Author, # times read then take Read Counts Tests
Technology: I-station
Vocabulary: 2 or 3 Column Notes
Fluency: Dibels timed reading passages & (Skill of Week from basal)
Writing: Identify nouns as singular and plural form. Printable Grammar 2.2.1
Word Work: Long and Short Vowels: sort CVC and VCe patterns (pp.45-47

WEDNESDAY
Fluency: Dibles Phonics: suffixes er, est Vocabulary: Comprehension:
I do: Tell students that I do: Display the cards boy Review power word Connect Text and
when good readers read and baby. Talk about the vocabulary. T386-387 visuals. Pp. T388-389
aloud, their reading pictures. The boy is young I do: Show questions and I do: Use anchor chart
sounds as if they are and the baby is younger. sentence frames. 22 to explain and
telling a story or talking to T384-385. Talk about We do: Read questions discuss connecting to
a friend. Ask students to syllables and students will answer. the text.
follow along and listen as We do: Blend and Read You do: You and a We do: Read and
you reread the first Project display and engage partner act out a time answer questions
paragraph of Start Right (Blend and Read 2.5) or use when you gasped. p,.151.
Reader p. 69 in monotone. start right reader page 76. You do:
Discuss whether a reader Discuss comparing words. Write responses to the
would be interested in You do: Students will write prompt. This could be
listening. Then reread the the words: round rounder used in the writing
correct way and discuss. roundest, youngest young center to finish up if
We do: Have students younger, fast fastest faster. needed.
choral read using the Teacher will point to several
correct intonation. words and students will
You do: Have elbow read them.
partners practice reading
a selected part with a
partners.
Essential Questions/Hook (5min):
● How does exploring help us understand the world around us?
Instruction and Mini-Lesson:  AVID Writing Prompt
(15 mins)  Dibels Fluency Passage Partner Timed 1 Minute Read
 Rite Flight Words
 Sight Word/Phrases Power Points
 Read objective/EQ
 Read Story (Follow along or choral, buddy or independent read)
Guided Practice: Connect Text and visuals. Pp. T388-389
(I do, we do, you do) I do: Use anchor chart 22 to explain and discuss connecting to the text.
(8 mins) We do: Read and answer questions p,.151.
You do:
Write responses to the prompt. This could be used in the writing center to
finish up if needed.
 2nd Grade ELAR Lesson Plan

Closure: (1 min) Restate objective, today we. . .tomorrow we will

Independent Practice and
Assessment: (45 mins)
Exit ticket or CFU:
Reader’s Corner: Title, Author, # times read then take Read Counts Tests
Technology: I-station
Vocabulary: 2 or 3 Column Notes
Fluency: Dibels timed reading passages & (Skill of Week from basal)
Writing: Identify nouns as singular and plural form. Printable Grammar 2.2.1
Word Work: Long and Short Vowels: sort CVC and VCe patterns (pp.45-
47)See centers above

THURSDAY
Fluency: Dibles Phonics: T396-397
I do: Use the continues
blending routine and letter
cards m, a, d or write the
word on the board. Repeat
with made, map, mope.
Count syllables,
We do: Write two rows of
words on the board. Tape
tap fin fine
Tablet napkin retile excite
Have children read words.
Ask which words have the
CVC pattern. Reread words
quickly. Write sentences on
board:
Hope is the youngest kid in
the contest.
Dane is older than his best
pal Dan.
You do: Have children take
turns reading a word from
Blending Practice for their
partners to spell. Have the
Vocabulary: Inflections Comprehension:
e, es pp398-400 Create mental image
I do: Show Generative pp. T400-401
Vocabulary 2.6
Talk about singular and
plural nouns and their
endings.
We do: Gather pictures
that show people doing
something. Create to
groups of pictures
(singular and Plural).
Guide students to say
which nouns are plural
and singular. Continue till
all pictures are done.
You do: Have students
work in partners to create
a picture and sentence of
one person doing
something and more than
one person doing
something.
 2nd Grade ELAR Lesson Plan
reader check the spelling
against the displayed word.
Essential Questions/Hook (5min):
● How does exploring help us understand the world around us?
Instruction and Mini-Lesson:  AVID Writing Prompt
(15 mins)  Dibels Fluency Passage Partner Timed 1 Minute Read
 Rite Flight Words
 Sight Word/Phrases Power Points
 Read objective/EQ
 Read Story (Follow along or choral, buddy or independent read)
Guided Practice: I do – Teacher will introduce, explain and model how to create a mental image
(I do, we do, you do) as you are reading. Pp. T400-401
(8 mins) We do – Students will follow along in the books on pp188-207 Discuss genre
and what you would expect from that kind of reading. Students will set their
own purpose for reading “Water Rolls, Water Rises”. Read about the author
then read about the story.
You do – Students will use turn and talk routine with the questions on
Teaching Pal and myBook page 207. Remind students that when they ask
more information about a partner’s ideas they should listen carefully. You
may want to follow up in small groups

W-I-C-O-R

Closure: (1 min)
Independent Practice and
Assessment: (45 mins)
Modifications:
__ Sped:
__ ESL: __ picture cards ___ peer support __ gestures __ sentence frames __ clarify
__ 504: __ shorten assign __
Restate objective, today we. . .tomorrow we will
Exit ticket or CFU:
Reader’s Corner: Title, Author, # times read then take Read Counts Tests
Technology: I-station
Vocabulary: 2 or 3 Column Notes
Fluency: Dibels timed reading passages & (Skill of Week from basal)
Writing: Identify nouns as singular and plural form. Printable Grammar 2.2.1
Word Work: Long and Short Vowels: sort CVC and VCe patterns (pp.45-47)

FRIDAY
Essential Questions/Hook (5min):
● How can chapter headings help you?
Instruction and Mini-Lesson: ● The teacher will model for the students the appropriate procedures
(7 mins) and strategies used during testing time.
● Teacher will review circling the key words in questions – going over
words from previous weeks (first, next, then, after, before, same,
different, compare, contrast, author’s purpose, etc.)
 2nd Grade ELAR Lesson Plan
Guided Practice: I do – I will review skills taught over the week, then model test taking
(I do, we do, you do) procedures and strategies. Teacher and students will choral read directions
(7 mins) and questions. Students will independently read selection and answer
choices.
We do – The students will read selection independently, circle key words and
do strategies after teacher reads the question, then check to see if did
correctly, why needed to do, etc.
You do – The students will use their testing strategies and procedures.
Independent Practice and  Spelling Test
Assessment: (45 mins) ● Optional craft activity if you are named Wallace