Critical Thinking/Reflection- This reading lesson incorporates diverse

learning based on each individual child. Students are placed in reading

groups according to their reading level. Each weeks reading instruction is
differentiated because different skills are taught during whole group and
small group. When creating lesson plans our grade level team takes into
consideration all learning styles. Adequate time is spent reviewing vowel
sounds, vocabulary strategies, spelling words and vocabulary words, this
segment of the lesson targets are struggling readers and below level
learners. Time is also spent for are on level and above level learners.
During this segment of the lesson, I teach phonics, different literacy skills
such as making predictions, finding problem and solutions throughout text
and comprehension strategies and skills. During small group reading
instruction our students are placed in groups based on reading fluency
and their comprehension skills. My approaching level students focus on
phonemic awareness, phonics, high-frequency words, vocabulary,
comprehension, and structural analysis. If time permits a choral read will
also take place based on the students reading level. My on level
students focus on phonics, comprehension, and vocabulary strategies. If
time permits a choral read will also take placed based of the students
reading level. For my beyond level readers students focus on vocabulary
and comprehension skills a choral read takes place based on the students
reading level.

Reading Lesson
O: TW use Wonders Unit 2 Week 2 Day1 pages T100-T113 to teach the following:

Comprehension Strategy: Make Predictions

Comprehension Skill: Plot: Problem and Solution

Genre: Fable

Vocabulary Strategy: Suffixes

Spelling: short u, long u_e

TW use Wonders Guide pg T100- T113 to teach:

1. Introduce and discuss essential question: "What can animals in stories
teach us?"
2. Watch on ConnectEd or read cards for Interactive Read Aloud: "The Fox
and the Crane"
3. Pgs T106-T107 to teach spelling pattern using pre-written index cards &
high frequency words using word cards
4. Introduce Vocabulary word cards or ConnectED online vocabulary words:
believe, delicious, feast, fond, lessons, remarkable, snatch, stories
5. Students will use Reading/Writing Workshop books (pgs. 118-123) along
with the ConnectED digital Shared Read to read, discuss and use
comprehensions strategies with the story, "The Boy Who Cried Wolf"
6. TW model and assign Your Turn Practice Book pages, 61 and 62
M: Wonders Reading/Writing Workshop Books, Your Turn Practice Book,
ConnectedED
Small Group Procedures: TW ensure small groups are structured according to
reading level/student needs. TW enforce learning positions and appropriate
reading behaviors. TW use Wonders leveled readers, Wonders Materials, AR
books, & chapter books to differentiate instruction in the following areas:

Approaching Level: Phonemic Awareness, Phonics, High-Frequency

words, Vocabulary, Comprehension, Structural Analysis

On Level: Phonics, Comprehension, Vocabulary

Beyond Level: Vocabulary, Comprehension

Empowerment expectations: Meet weekly w/ Red and Yellow groups 4-5

times, Green groups 1-2 times

Students not in reading groups adhere to classroom schedules for JiJi,

Study Island, and Accelerated Reader

Small Group Books:

Approaching: The Cat and the Mice pg. T156-T157
On Level: The Dog and the Bone pg. T166-T167
Beyond: The Spider and the Honey Tree pg. T170-T171

Related Standards/Course Objectives:

X SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
X SL.2.1b - Build on others' talk in conversations by linking their comments to the remarks of others.
X SL.2.3 - Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
X RF.2.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
X RF.2.3a - Distinguish long and short vowels when reading regularly spelled one-syllable words.
X RF.2.3f - Recognize and read grade-appropriate irregularly spelled words.
X L.2.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
X L.2.2b - Use commas in greetings and closings of letters.
X L.2.5 - Demonstrate understanding of word relationships and nuances in word meanings.
X L.2.5a - Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
X RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
X RF.2.4 - Read with sufficient accuracy and fluency to support comprehension.
X RF.2.4a - Read on-level text with purpose and understanding.
X 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.
X W.2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
X L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
X H1.2.1 - Compare the local community with others around the nation.