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

ELA Standards 2.RL.RRTC.10 2.RL.IKI.7 Use 2.RL.IKI.7 Use 2.W.RW.10 With

Read and information gained information gained guidance and
comprehend from illustrations and from illustrations and support from
stories and words in a print or words in a print or adults, engage
poems digital text to digital text to routinely in
throughout the demonstrate demonstrate writing activities
grades 2-3 text understanding of its understanding of its to promote
complexity band characters, setting, or characters, setting, or writing fluency.
proficiently, plot. plot.
with scaffolding
at the high end
as needed.
Learning Objectives Students will be Students will be able to Students will be able to Students will
able to read and demonstrate the ability demonstrate the ability practice using
comprehend to infer details about to infer details about correct
stories characters, settings, characters, settings, punctuation,
throughout the and plots based on and plots based on grammar, and
grade 2 text illustrations in the illustrations in the word choice in
complexity band book. book. their writing by
proficiently in engaging in
addition to writing activities
finding three in order to
new words in develop fluency.
their story.
Tasks The teacher will The teacher will explain Group 1: This group will The students will
have the to the class what the receive a packet of look over all of the
students pick a word infer means and illustrations from Thank illustrations in
book that is on will give examples of You, Mr. Falker, will their packet and
their reading how we each make choose three pictures, reflect on each of
level (the inferences in our daily and write one the pictures
students will lives. The teacher will sentences (using the individually, while
have been then state that we can sheet below) per also taking into
tested to make inferences about picture explaining what consideration how
determine their a text and gain they can infer about the they fit together
reading level additional knowledge character(s), setting, as a whole to form
prior to the about a character, and plot from the the story. The
lesson) and will setting, or plot in the picture in addition to students will then
be instructed to text without reading which part of the story write one-two
find at least the story by looking at they think the picture paragraphs of
three new the book’s pictures or goes with. three-five
vocabulary illustrations. The sentences
words in their teacher will then make comparing
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book. They will an anchor chart about Group 2: This group will Trisha’s
then look up the making inferences receive a packet of experience to a
definitions, through illustrations illustrations from Thank time when they
write them (similar to the one You, Mr. Falker, will had to work really
down in their shown below) with the choose four pictures, hard at something
personal cover of the anchor and write two they weren’t
dictionaries, and text, Thank You, Mr. sentences (using the initially good at or
share those Falker by Patricia sheet below) per to a time when
vocabulary Polacco, as the focus. picture explaining what they didn’t think
words with their The teacher will then they can infer about the their best was
neighbor when read the anchor text to character(s), setting, good enough.
they are both the class, but will not and plot from the
done reading. show them any picture in addition to
illustrations other than which part of the story
the front cover. they think the picture
goes with.

Group 3: This group will

receive a packet of
illustrations from Thank
You, Mr. Falker, will
choose five pictures,
and will write three
sentences (using the
sheet below) per
picture explaining what
they can infer about the
character(s), setting,
and plot from the
picture in addition to
which part of the story
they think the picture
goes with.

Assessment The teacher will The teacher will Group 1: The student The teacher will
informally informally assess the wrote at least one informally assess
assess the class through Q/A sentence and had less the students by
students by about what inferences walking around to
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walking around are and what than 5 grammatical make sure

the room to inferences they make errors. everyone is
make sure about the characters, participating. They
everyone is setting, and plot of Group 2: The student will also take up
writing down Thank You, Mr. Falker. wrote at least two the assignment at
their definitions sentences and had less the end of the
and sharing with than four grammatical literacy block as a
their partners. errors. formal
assessment.
Group 3: The student
wrote at least three
sentences and had less
than three grammatical
errors.

Day 2
Independent Whole class focus: Reading Groups Writing
Reading Reading strategy (30 minutes) (35 minutes)
(15 minutes) (15 minutes) 3 groups: On, below,
and above grade level
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ELA Standards 2.RL.RRTC.10 2.RL.KID.1 Ask and answer 2.RL.KID.1 Ask and 2.W.RW.10 With
Read and such questions as who, answer such questions guidance and
comprehend what, where, when, why, as who, what, where, support from
stories and and how to demonstrate when, why, and how to adults, engage
poems understanding of key demonstrate routinely in writing
throughout the details in a text. understanding of key activities to
grades 2-3 text details in a text. promote writing
complexity fluency.
band
proficiently,
with
scaffolding at
the high end as
needed.
Learning Students will Students will be able to Students will be able to Students will be
Objectives be able to read identify and demonstrate identify and able to
and understanding of key demonstrate retel/summarizel a
comprehend details in a text such as understanding of key story in their own
stories who, what, where, when, details in a text such as words through
throughout the why, and how. who, what, where, writing, using
grade 2 text when, why, and how. correct grammar
complexity and punctuation.
band
proficiently in
addition to
finding three
new
vocabulary
words.
Tasks The teacher The teacher will begin by Group 1: This group will Students will refer
will have the briefly reviewing what the read Apples to Oregon to the graphic
students pick a class discussed last time. by Deborah Hopkinson organizers they
book that is on They will then discuss and will fill out the filled out to write
their reading what the key details in a graphic organizer one-two
level (the text are, why it is below after they’ve paragraphs retelling
students will necessary to be able to finished reading. and summarizing
have been identify them, and will the story they read
tested to read Thank You, Mr. Group 2: This group will in their own words.
determine Falker to the class again, read The Little Engine They should
their reading showing the pictures this That Could by Watty identify who, what,
level prior to time. After this, the Piper and will fill out where, when, why,
the lesson) and teacher will create an the graphic organizer and how in their
will be anchor chart with the below after they’ve retelling/summary.
instructed to class to help them realize finished reading.
find at least all of the strategies they
three new can use to identify the Group 3: This group will
vocabulary text’s key details based read The Carrot Seed by
words in their off of Thank You, Mr. Ruth Krauss and will fill
book. They will Falker, which they will be out the graphic
then look up able to refer back to when organizer below after
the definitions,
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write them working on the next they’ve finished

down in their activity. reading.
personal
dictionary, and
share those
vocabulary
words with
their neighbor
when they are
both done
reading.

Assessment The teacher The teacher will Group 1: Students will The teacher will
will informally informally assess students read their on-level informally assess
assess the through Q/A about text book and fill out the students by walking
students by details. organizer based on around the
walking around their book’s details. classroom to make
the room to They will turn this in as sure that everyone
make sure a formal assessment is completing their
everyone is when they’re done. assignment.
writing down
their Group 2: Students will
definitions and read their on-level
sharing with book and fill out the
their partners. organizer based on
their book’s details.
They will turn this in as
a formal assessment
when they’re done.

Group 3: Students will

read their on-level
book and fill out the
organizer based on
their book’s details.
They will turn this in as
a formal assessment
when they’re done.
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Day 3
Independent Whole class focus: Reading Groups Writing
Reading Reading strategy (30 minutes) (35 minutes)
(15 minutes) (15 minutes) 3 groups: On, below,
and above grade level

ELA Standards 2.RL.RRTC.10 2.RL.KID.3 Describe 2.RL.KID.3 Describe 2.W.RW.10 With

Read and how characters in a how characters in a guidance and
comprehend story respond to story respond to major support from adults,
stories and major events and events and challenges. engage routinely in
poems challenges. writing activities to
throughout the promote writing
grades 2-3 text fluency.
complexity band
proficiently, with
scaffolding at
the high end as
needed.
Learning Objectives Students will be Students will be able Students will be able to Students will be
able to read and to describe how describe how rewrite sections of a
comprehend characters in a story characters in a story story and predict
stories respond to major respond to major how the story may
throughout the events and events and challenges. have ended
grade 2 text challenges. differently had the
complexity band sections of the story
proficiently in really been
addition to changed.
finding three
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new vocabulary
words.

Tasks The teacher will The teacher will Group 1: This group Based on their
have the instruct the will reread Apples to reading level,
students pick a students to grab a Oregon by Deborah students will be
book that is on piece of paper and a Hopkinson and will assigned a major
their reading pencil and get ready compare and contrast event/challenge
level (the to take notes while how Daddy and section of Thank
students will they read Thank Delicious responded to You, Mr. Falker to
have been You, Mr. Falker to major rewrite and put
tested to the class. The events/challenges to their own spin on.
determine their students will be the way Trisha did When they’re done,
reading level keeping a list of how using the graphic they will pair up
prior to the Trisha responds to organizer below. When with their partner
lesson) and will major they’re done, they will from the last
be instructed to events/challenges. think, pair, share with activity, read them
find at least When the story is their neighbor. They the new story,
three new over, the teacher should find at least verbally
vocabulary will ask to hear four compare/contrast
words in their some examples of similarities/differences. their version with
book. They will how Trisha Patricia Polacco’s,
then look up the responded to her Group 2: This group and predict how the
definitions, write circumstances. will reread The Little story might have
them down in Engine That Could by ended differently
their personal Watty Piper and will had the story
dictionary, and compare and contrast unfolded the way
share those how the little engine they wrote it.
vocabulary responded to major
words with their events/challenges to
neighbor when the way Trisha did
they are both using the graphic
done reading. organizer below. When
they’re done, they will
think, pair, share with
their neighbor. They
should find at least
three
similarities/differences.

Group 3: This group

will reread The Carrot
Seed by Ruth Krauss
and will compare and
contrast how the little
boy responded to
major
events/challenges to
the way Trisha did
using the graphic
organizer below. When
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they’re done, they will

think, pair, share with
their neighbor. They
should find at least two
similarities or
differences

Assessment The teacher will The teacher will Group 1: Students have The teacher will
informally assess informally assess filled out their graphic informally assess
the students by students by having a organizer properly and the students by
walking around Q/A time about how found four behaviors walking around and
the room to to describe the way to compare/contrast. listening to their
make sure a character ideas.
everyone is responds to a major Group 2: Students have
writing down event or challenge. filled out their graphic
their definitions organizer properly and
and sharing with found three behaviors
their partners. to compare/contrast.

Group 3: Students have

filled out their graphic
organizer properly and
found two behaviors to
compare/contrast.

The graphic organizers

will be taken up at the
end and will be scored
as a daily grade.
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Day 4
Independent Whole class focus: Reading Reading Groups Writing
Reading strategy (30 minutes) (35 minutes)
(15 minutes) (15 minutes) 3 groups: On, below, and above
grade level

ELA 2.RL.RRTC.10 2.RL.CS.5 Describe the overall 2.RL.CS.5 Describe the overall 2.W.RW.10
Standards Read and structure of a story, including structure of a story, including how With
comprehend how the beginning introduces the beginning introduces the story guidance
stories and the story and the ending and the ending concludes the and support
poems concludes the action. action. from adults,
throughout engage
the grades 2- routinely in
3 text writing
complexity activities to
band promote
proficiently, writing
with fluency.
scaffolding
at the high
end as
needed.
Learning Students will Students will be able to Students will be able to describe the Students will
Objectives be able to describe the overall structure of overall structure of a story, practice
read and a story, including how the including how the beginning writing their
comprehend beginning introduces the story introduces the story and the ending own short
stories and the ending concludes the concludes the action. (two-three
throughout action. paragraphs)
the grade 2 story using
text proper
complexity grammar
band and
proficiently punctuation
in addition in addition
to finding to providing
three new a clear
vocabulary introduction
words. (beginning),
problem
(middle),
and solution
(end).
Tasks The teacher The teacher will have the Group 1: Using Apples to Oregon by The students
will have the picture below drawn up on the Deborah Hopkinson, the students will write
students white board and will have sets will identify how the author their own
pick a book of pencils and sticky notes to introduces the story, presents the short story
that is on hand out to the students ready problem, and provides closure at using proper
their reading to go. The teacher will have the the end. The students will write grammar
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level (the class retell and sequence Thank down their findings in the proper and
students will You, Mr. Falker by playing section on their handout shown punctuation
have been Around the World. When the below. with a clear
tested to game is over and the class has introduction
determine successfully recounted the Group 2: Using The Little Engine (beginning),
their reading story, the teacher will explain That Could by Watty Piper, the problem
level prior to how almost every story has a students will identify how the (middle),
the lesson) basic structure of introducing author introduces the story, and closure
and will be the characters and setting presents the problem, and provides (end) about
instructed to (beginning), stating the closure at the end. The students will themselves.
find at least problem (middle), and solving write down their findings in the The story
three new the problem (end). The teacher proper section on their handout can be real
vocabulary will give examples of this shown below. or fictitious,
words in structure with basic stories that but it must
their book. the students should be familiar Group 3: Using The Carrot Seed by have a clear
They will with such as The Three Little Ruth Krauss, the students will introduction,
then look up Pigs. The teacher will then identify how the author introduces problem,
the instruct the students to write the story, presents the problem, and sense of
definitions, down examples from Thank and provides closure at the end. The closure.
write them You, Mr. Falker of how this students will write down their
down in story follows the structure on findings in the proper section on
their the sticky notes and pin them their handout shown below.
personal to the board either under
dictionaries, Beginning, Middle, or End.
and share
those
vocabulary
words with
their
neighbor
when they
are both
done
reading.

Assessment The teacher The teacher will informally Group 1: The students will use The teacher
will assess the students through Apples to Oregon by Deborah will
informally Q/A about the story structure Hopkinson to identify the beginning, informally
assess the and through the sticky note middle, and end of the story. assess the
students by activity. students by
walking Group 2: The students will use The walking
around the Little Engine That Could by Watty around and
room to Piper to identify the beginning, making sure
make sure middle, and end of the story. that
everyone is everyone is
writing Group 3: The students will use The participating
down their Carrot Seed by Ruth Krauss to in the
definitions identify the beginning, middle, and activity.
and sharing end of the story.
with their The teacher
partners. will formally
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assess the
students by
taking up
the papers
and scoring
them as a
daily grade.

Day 5
Independent Whole class focus: Reading Reading Groups Writing
Reading strategy (30 minutes) (35 minutes)
(15 minutes) (15 minutes) 3 groups: On, below,
and above grade
level
ELA Standards 2.RL.RRTC.10 2.RL.KID.2 Recount stories, 2.RL.KID.2 Recount 2.W.RW.10 With
Read and including fables and folktales stories, including guidance and
comprehend from diverse cultures, and fables and folktales support from
stories and determine their central from diverse adults, engage
poems message, lesson, or moral. cultures, and routinely in writing
throughout the determine their activities to
grades 2-3 text central message, promote writing
complexity lesson, or moral. fluency.
band
proficiently,
with
scaffolding at
the high end as
needed.
Learning Students will Students will be able to Students will be able Students will be
Objectives be able to read recount stories and to recount stories able to use the
and determine their central and determine their compare/contrast
comprehend message, lesson, or moral. central message, sheet to write one-
stories lesson, or moral. two paragraphs
throughout the explaining how the
grade 2 text moral of Thank
complexity You, Mr. Falker is
band like/unlike their
proficiently in level reading book
addition to for the week and
finding three will explain what
new they found aloud
vocabulary to the class.
words.
Tasks The teacher The teacher will begin by Group 1: Students Students will use
will have the informing the class what a will compare and the
students pick a central message, lesson, or contrast the moral compare/contrast
book that is on moral is and will then explain of Thank You, Mr. sheet to write one-
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their reading that one can determine what Falker with Apples to two paragraphs
level (the the central message, lesson, Oregon by filling out explaining how the
students will or moral of a story is by using the moral of Thank
have been the strategies they’ve been compare/contrast You, Mr. Falker is
tested to practicing throughout the sheet below and will like/unlike their
determine week such as identifying find at least three level reading book
their reading major events and inferencing. similarities and for the week and
level prior to They will then give examples three differences. will explain what
the lesson) and of morals of the story from they found aloud
will be familiar stories like The Three Group 2: Students to the class.
instructed to Little Pigs as examples. The will compare and
find at least teacher will pull out the contrast the moral
three new anchor charts/other visuals of Thank You, Mr.
vocabulary from the past lessons and will Falker with The Little
words in their have the students recall what Engine That Could
book. They will they found out about each by filling out the
then look up strategy from working with compare/contrast
the definitions, Thank You, Mr. Falker. The sheet below and will
write them teacher will then ask what find at least two
down in their the students think the central similarities and two
personal message is of the anchor text differences.
dictionaries, based on what they learned
and share throughout the week and will Group 3: Students
those create an anchor chart with will compare and
vocabulary the class like the one below. contrast the moral
words with of Thank You, Mr.
their neighbor Falker with The
when they are Carrot Seed by filling
both done out the
reading. compare/contrast
sheet below and will
find at least one
similarity and one
difference.

Assessment The teacher The teacher will informally Group 1: The The teacher will
will informally assess students through students completed informally assess
assess the the sheet and found the students by
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students by reviewing concepts and Q/A three similarities walking around

walking around about morals. and differences. and making sure
the room to everyone is
make sure Group 2: The participating.
everyone is students completed
writing down the sheet and found The teacher will
their two similarities and formally assess by
definitions and differences. grading their piece
sharing with of writing and their
their partners. Group 3: The explanation of it to
students completed the class as a daily
the sheet and found grade.
one similarity and
difference.