Literacy Block 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. FL.F.5 Read with 2.RL.KID.1 Ask and 2.RL.KID.1 Ask and 2.W.RW.10 With
sufficient accuracy answer such questions answer such questions guidance and support
and fluency to as who, what, where, as who, what, where, from adults, engage
support when, why, and how when, why, and how routinely in writing
comprehension. a. to demonstrate to demonstrate activities to promote
Read grade-level understanding of key understanding of key writing fluency.
text with purpose details in a text. details in a text. 2.W.T TP.3 Write
and understanding. narratives recounting
an event or short
sequence of events. a.
Include details to
describe actions,
thoughts, and feelings.
b. Use time order
words to signal event
order. c. Provide a
sense of closure.

Learning Objectives The students will The students will learn The students will read The students will be
be able to build to listen for questions texts for their reading able to write with
vocabulary to like who, what, where, level with purpose. fluency about the text.
improve when, and why during
comprehension. group reading.
Tasks The students will The teacher will spend Group 1 (struggling): The teacher will spend
spend 10 minutes five minutes making The students will take 15 minutes modeling
reading a fairytale an anchor chart with 25 minutes to read the to the students how to
book of their the students before first 10 pages of write a summary
choice. They will introducing the text. Goldilocks and the about Snow White and
write down five The anchor chart will Three Bears. The the Seven Dwarfs using
words that they do show the 5 W’s to look teacher will be there the 5 W’s that they
not know during for when to help. The students have learned today in
their reading, to reading/listening to will spend the last 5 class. The students will
look up the the text. The teacher minutes discussing the spend the next 15
definition after will spend 2 minutes 5 W’s with teacher minutes writing a
their reading. introducing the text scaffolding. summary about the
and having students Group 2: The students text that they read in
make predictions will take 25 minutes to their reading groups
about Snow White and read the first 15 pages using the 5 W’s. The
the Seven Dwarfs. The of Little Red Riding students will then pair
teacher will spend 5 Hood. The students up and take the last
minutes reading the will spend the last 5 five minutes reading
first 10 pages of the minutes discussing the their summary to their
book. The teacher will 5 W’s. partner.
spend the last 3
 minutes discussing the Group 3 (advanced):
5 W’s in regards to The students will take
Snow White and the 25 minutes to read the
Seven Dwarfs. first 20 pages of
Beauty and the Beast.
The students will use
the last 5 minutes to
discuss the 5 W’s of
this text.
Assessment The teacher will The teacher will Group 1: The teacher The teacher will give
check the students’ informally assess the will assess the the students a grade
definitions they students knowledge by students informally on on their summary they
have found for participation in the their group discussion have written.
completion. discussion. at the end.
Group 2: The teacher
will assess the
students informally on
their group discussion
at the end.
Group 3: The teacher
will assess the
students informally on
their group discussion
at the end.

Literacy Block 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
ELA Standards 2. FL.F.5 Read with 2.RL.KID.3 Describe 2.RL.KID.3 Describe 2.W.RW.10 With
sufficient accuracy how characters in a how characters in a guidance and support
and fluency to story respond to major story respond to major from adults, engage
support events and challenges. events and challenges routinely in writing
comprehension. a. 2.SL.CC.2 Recount or activities to promote
Read grade-level describe key ideas or writing fluency.
text with purpose details from a text
and understanding. read aloud or
information presented
orally or through other
media.

Learning Objectives The students will The students will be The students will be The students will be
be able to able to describe the able to describe the able to improve their
summarize what characters’ characters’ writing fluency.
 they have read characteristics and characteristics and
using the 5 W’s why they do the things why they do the things
with accuracy. they do. they do.
Tasks The students will The teacher will spend Group 1 (Struggling): The teacher will create
read a fairytale 10 minutes reading The students will a graphic organizer to
book of their the rest of Snow White spend 25 minutes show each of the
choice for 10 and the Seven Dwarfs. finishing reading character’s
minutes. They will The teacher will Goldilocks and the characteristics in Snow
spend the last 5 discuss with the Three Bears. They will White and the Seven
minutes students the different spend the last 5 Dwarfs. The teacher
summarizing the characteristics of each minutes discussing the will spend 15 minutes
text using the 5 character. characteristics of the showing students how
W’s. characters. The to get details from the
teacher will be there text to support the
to help. There will be a characteristics of the
worksheet to help the characters. The
discussion. teacher will model
Group 2: The students how to complete the
will spend 25 minutes graphic organizer. The
finishing reading Little students will spend 15
Red Riding Hood. The minutes filling out a
students will spend graphic organizer of
the last 5 minutes the book they have
discussing the read in their reading
characteristics of the groups. The students
characters. will spend the last 5
Group 3: The students minutes discussing
will spend 25 minutes with their partner who
finishing reading their favorite
Beauty and the Beast. character was and
The students will why. They have to use
spend the last 5 textual evidence.
minutes discussing the
characteristics of the
characters.
Assessment The teacher will The teacher will Group 1: The teacher The teacher will assess
grade the summary informally assess the will informally assess the students on the
for completion. students’ knowledge the students’ accuracy of their
by participation in discussion. The graphic organizer.
listening and the teacher will ask
discussion. prompting questions.
Group 2: The teacher
will informally assess
the students’
discussion.
Group 3: The teacher
will informally assess
the students’
discussion.
*There will be a
matching quiz at the
end of the week on
 Snow White and the
Seven Dwarfs. The
Students will match
the character to their
description.

Literacy Block 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. FL.F.5 Read with 2.RL.IKI.7 Use 2.RL.IKI.7 Use 2.W.RW.10 With
sufficient accuracy information gained information gained guidance and support
and fluency to from illustrations and from illustrations and from adults, engage
support words in a print or words in a print or routinely in writing
comprehension. a. digital text to digital text to activities to promote
Read grade-level demonstrate demonstrate writing fluency.
text with purpose understanding of its understanding of its
and understanding. characters, setting, or characters, setting, or
plot. plot.
Learning Objectives The students will The students will be The students will be The students will be able
be able to read able to use textual able to use textual to summarize the plot
with accuracy and evidence to show their evidence to show their with supporting details
from the text.
fluency. understanding of the understanding of the
plot. plot.
Tasks The students will The teacher will reread Group 1: The students The teacher will spend 15
read a fairy tale of Snow White and the will skim through minutes modeling to the
their choice Seven Dwarfs. The Goldilocks and the students how to
summarize a plot. The
independently for teacher will model Three Bears gathering
teacher will summarize
10 minutes. The how to use textual evidence about the
the plot of Snow White
students spend 5 evidence to plot for 25 minutes. and the Seven Dwarfs
minutes writing understand the plot. The students will with the class. The
about their favorite The teacher will use discuss with their students will spend 15
character with prompting questions group their ideas on minutes summarizing the
supporting details throughout reading to the plot for 5 minutes. plot using supporting
from the text. show the students There will be a details from the text they
what details are worksheet with guided read in their reading
groups. The students will
important. questions for help.
put the summary in their
Group 2: The students
journals. The students
will skim through Little will spend 5 minutes
Red Riding Hood discussing their plot with
gathering evidence a partner.
about the plot for 25
minutes. The students
will discuss with their
group their ideas
 about the plot for 5
minutes.
Group 3: The students
will skim through
Beauty and the Beast
for 25 minutes
gathering evidence
about the plot. The
students will discuss
their ideas about the
plot for 5 minutes with
their group.
Assessment The teacher will The teacher will Group 1: The teacher The teacher will
check the summary informally assess will check to see if the check the students’
for completion. students’ knowledge students are filling out journals for
from participation in their worksheet to completion.
help their discussion
the discussion.
and comprehension.
The teacher will assess
their discussion
informally.
Group 2: The teacher
will informally assess
the group’s discussion
Group 3: The teacher
will informally assess
the group’s discussion.

Literacy Block Day 4

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. FL.F.5 Read with 2.RL.IKI.9 Compare 2.RL.IKI.9 Compare 2.W.RW.10 With
sufficient accuracy and contrast two or and contrast two or guidance and support
and fluency to more versions of the more versions of the from adults, engage
support same story by same story by routinely in writing
comprehension. a. different authors or different authors or activities to promote
Read grade-level different cultures different cultures writing fluency.
text with purpose
and understanding.
Learning Objectives The students will The students will be The students will be The students will be
improve their able to compare and able to compare and able to compare and
reading contrast the same contrast the same contrast stories in
writing using correct
 comprehension story told in different story told in different comparing and
and fluency skills. ways. ways. contrasting terms.

Tasks The students will The teacher will play a Group 1: The students The teacher will make
read a fairytale video of someone else will listen to Goldilocks an anchor chart in the
book of their reading a different and the 3 bears told in first 5 minutes of this
choice for 10 version of Snow White a different way on the block. This anchor
minutes. The and the Seven Dwarfs. computers for 20 chart will list
students will write The video will be 10 minutes. The students comparing and
a summary of what minutes. The teacher will spend the next 10 contrasting terms. The
they have read for will model how to minutes making a teacher will model
the last 5 minutes. compare and contrast graphic organizer how to compare and
two stories that are comparing and contrast using the two
the same but told contrasting this story versions of Snow
differently. with the one they have White and the Seven
been reading for the Dwarfs. The class will
week. take 15 minutes with
Group 2: The students the teacher writing a
will listen to Little Red compare and contrast
Riding Hood told in a piece on Snow White
different way on the and the Seven Dwarfs.
computers for 20 The students will
minutes. The students spend the next 15
will spend the next 10 minutes using their
minutes making a graphic organizer they
graphic organizer completed in reading
comparing and groups to compare
contrasting this story and contrast the texts
with the one they have from reading groups in
been reading this their journals.
week.
Group 3: The students
will listen to Beauty
and the Beast told in a
different way on the
computers for 20
minutes. The students
will spend the next 10
minutes making a
graphic organizer
comparing and
contrasting this story
with the one they have
been reading this
week.
Assessment The teacher will go The teacher will Group 1: The teacher The teacher will
around the room informally assess will grade the grade the journals
to check for students’ knowledge student’s graphic for accuracy.
completion of the based on participation. organizers.
summary. Group 2: The teacher
will grade the
student’s graphic
organizers.
 Group 3: The teacher
will grade the
student’s graphic
organizers.

Literacy Block Day 5

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. FL.F.5 Read with 2.RL.CS.5 Describe the 2.RL.CS.5 Describe the 2.W.PDW.4 With
sufficient accuracy overall structure of a overall structure of a guidance and support,
and fluency to story, including how story, including how produce clear and
support the beginning the beginning coherent writing in
comprehension. a. introduces the story introduces the story which the
Read grade-level and the ending and the ending development,
text with purpose concludes the action. concludes the action. organization, and style
and understanding. are appropriate to
task, purpose, and
audience. (Grade-
specific expectations
for writing types are
defined in standards 1-
3 above.)
Learning Objectives The students will The students will be The students will be The students will be
improve their able to describe the able to describe the able to show
reading skills by overall structure of the overall structure of the organization and style
reading with story. story. in their creative
purpose. writing piece.
Tasks The students will The teacher will Group 1: Students will The class will
pick a fairytale summarize the original read the first 5 pages participate in a group
book to read Snow White and the of Goldilocks and the writing activity. This
independently for Seven Dwarfs that they Three Bears and the activity will last 10
15 minutes. have been reading as a last 5 pages of the minutes. Each student
class this week. The text. The students will will write at least one
teacher will teach the fill out a worksheet as sentence and pass
students about a group about the along the paper. The
structure of stories. overall structure of the topic will be about
The class will describe text. The students will creating their own
the overall structure of use the worksheet to fairytale. Students will
Snow White and the write a paragraph have a writing prompt.
Seven Dwarfs. about the text’s The writing prompt is
structure. to create their own
Group 2: Students will creative writing piece.
read the first 5 pages The students will
 of Little Red Riding create their own
Hood and the last 5 fairytale. This activity
pages of the text. The will last 20 minutes.
students will fill out a The last 5 minutes of
worksheet as a group this block, the teacher
about the overall will ask for volunteers
structure of the text. to read their fairytale.
The students will use
the worksheet to write
a paragraph about the
text’s structure.
Group 3: Students will
read the first 5 pages
of Beauty and the
Beast and the last 5
pages of the text. The
students will fill out a
worksheet as a group
about the overall
structure of the text.
The students will use
the worksheet to write
a paragraph about the
text’s structure.

Assessment The teacher will go The teacher will Group 1: The teacher The teacher will grade
around the room informally assess will grade for the students’ fairytales
to informally student’s knowledge completion of the on grammar and
assess if the based on participation. worksheet and technical writing skills.
students are paragraph.
reading. Group 2: The teacher
will grade for
completion of the
worksheet and
paragraph.
Group 3: The teacher
will grade for
completion of the
worksheet and
paragraph.

Text Set
Anchor Text: Snow White and the Seven Dwarfs by: Arengo, Sue (480 Lexile)
Low Level Text: Goldilocks and the Three Bears by Penguin (280 Lexile)
Grade Level Text: Little Red Riding Hood by Penguin (400 Lexile)
Advanced Level Text: Beauty and the Beast by Kathy Mitchell (540 Lexile)