2nd Grade MNW Elementary Balanced Literacy Planning Template March 14-18th

Phonics/Phonemic
Awareness

Time Allotted
Daily/Weekly:

Materials and
Resources Used

Daily 30 min

Word Journeys
and Spelling
Focus will focus
on the sounds
that oo make

CCSS
addressed
RF.2.3

Type of Instruction
and
Standard Description
Small Group: On-level and Above-level groups working on
different words at their level
Whole Group: introduction of words, word sort, transfer
words, word hunt
RF.2.3 Know and apply grade level phonics
Independent: word work

Fluency

Daily 45/50 min

-Leveled Reading

Books, fluency
poems

RF.2.4

Small Group: Guided Reading groups

RF.2.4 - Read with sufficient accuracy and fluency to support comprehension

RL.2.6
RL.2.4

RL.2.6
A-cknowledge differences in the points of view of characters,

including by speaking in a different voice for each character when

reading dialogue aloud.

Whole Group: fluency poems

RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration,

rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Independent: Read to Self/Read to Someone/Listening

Vocabulary

Daily 10 min

-Leveled Reading

Books,

L.2.4
L.2.5
RI.2.4

Small Group: Guided Reading groups

-Invitations to
Literacy

L.2.4 Determine or clarify the meaning of unknown and multiplemeaning words

and phrases based on
grade 2 reading and content
, choosing flexibly from an
array of strategies.
L.2.5 Demonstrate understanding of word relationships and nuances in word
meanings.

Whole Group:
Invitations to Literacy stories

Whole Group chapter book read aloud

Independent:
Collecting any fancy words

Comprehension

Daily 30 min

Guided reading
books,
Invitations to
Literacy short
stories,
Scholastic News

Small Group
:

Small Group:
Leveled Guided Readers

RI.2.1

Scholastic News- Dr. Seuss

RI.2.3
Whole Group:
RI.2.5

RI2.5-Know and use

v
arious text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in
a text efficiently.

RI.2.7

RI.2.3(sequence)

RI.2.3
Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.

Whole

Group
:
Scholastic News: Hop on Over to Rabbit

Island and At Home in a Castle- St. Patricks Day

RI.2.8
RI.2.7

RI.2.4

RI.2.7 and RI.2.3

RI.2.1 I
dentify

the main purpose of a text, including

what the author wants to answer, explain, or

describe.
RI.2.8: Describe how reasons support specific points the author makes in a text

RI.2.4 D
eterminethemeaningofwordsandphrasesinatextrelevanttoagrade2
topicorsubjectarea..

Independent: Read to Self

Writing

Student/Teacher
generated
sentences/
narratives,
Invitations to
Literacy/
Personal
Narratives

W.2.3

Small Group: Reading Responses

W.2.8
W.2.5

Whole group:
response to scholastic news questions and
narrative work , Writing Conferences

W.2.3 Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
W.2.8Recallinformationfromexperiencesorgatherinformationfromprovided
sourcestoansweraquestion
W.2.5: With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.

Independent: Work on Writing

Speaking/
Listening

Daily 20 min

Turn and Talk

SL.2.IA.3

Whole Group: class discussions

SL.2.1
SL.2.2
**SL.2.4: .

Language:

Small Group: turn and talks

Daily 30 min

Teacher/Student
generated
sentences

L.2.1
L.2.2
L.2.3

Independent:
Tellastoryorrecountanexperiencewithappropriatefactsand
relevant,descriptivedetails,speakingaudiblyincoherentsentences

Small Group:
Whole Group:
Telling, Commanding, Asking, and Exclaiming sentences,
Capitalization Rules, Writing and Answering in complete sentences

L2.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.
L.2.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

Independent: Work on Writing

Other:

Small Group:
Whole Group:
Independent:

Where do you need support this week? ---

Put on ELA spreadsheet on 3-17-16