Download Elementary Reading Lesson Plans 2 Grade Week 1, Day 1

Elementary Reading Lesson Plans
2nd Grade
Week 1, Day 1 - Monday, July 1st
90 Minute Block
Time
Title
Materials
Materials
 Word cards
 Pocket chart
 Lined paper
 Pencils
20 Minutes
Phonics
Syllasearch
Syllable Cards
 fun
 ty
 pen
 cle
 cir
 ny
 par
 cus
 for
 lor
 give
Word Cards
 funny
 penny
 forgive
 circle
 parlor
 party
 forty
Example/Description
Introduction
 Explain to the campers that during their syllasearch lessons they will
practice building and decoding words with more than one syllable.

Teacher Explanation
- Tell the campers that the game they are going to play, syllasearch, will
help them read long words (multisyllabic words) fast and easy.
- Explain that there are three parts to this game.
- In the first part, Meet the Words, the campers will become familiar
with a set of words.
- In the second part, Find the Syllables, campers find syllables within
the words, and those syllables become the parts that campers use to
make words in the third part of the game, Collect the Words.

Meet the Words
- Display the complete set of words in a column on the chalkboard or on
cards in a pocket chart.
- Tell the campers that these are the words they will use in the game.
- Go down the column, pointing to each word, reading it aloud.
- Read the words aloud again, encouraging campers to read them with
you.
- Remove the complete set of words.

Find the Syllables
- Place the first word in the pocket chart.
- Say: “This word is funny. Read it with me, funny.”
- With the word still in the pocket chart, invite a camper to the board
and point to the parts of a word that you say, and name the letters in
the syllables.
1
-
-
-
Say: “Point to the letters that make the fun sound in funny. What are
the letters that make the fun sound in funny?”
Say: Point to the letters that make the ny sound in funny. What are
the letters that make the ny sound in funny?”
As the camper points to the correct syllable, and tells you the letters,
put the corresponding syllable card on the chalkboard or in a pocket
chart, arranging the cards in a matrix identical to that on the Syllable
Matrix.
For example, the syllable card ‘fun’ should appear at the top of the
first column of the matrix. The syllable card for ‘ny’ should appear in
the second column, second row.
Note: You may want to keep track of the syllable cards by placing a
small code in the corner of each card.
Continue this way until all the words in the list have been shown and
pronounced, and all three syllable cards are arranged according to the
matrix below.
fun
pen
cir
par
for

ty
cle
ny
cus
lor
give
Tell the campers they now have the parts of the words and are ready to
go on the part of the game called Collect the Words.
Collect the Words:
- In this part of the game, campers collect words by combing syllables
from the matrix columns.
- Ask the campers to look at the matrix and listen to the word that you
say.
2
-
After you say the word, invite a camper to come to the chart and build
the word that you say.
You can start with any word on the list, but only say the word; do not
show the word when you say it aloud.
Say: “Listen to the word I say. ‘funny’…funny’.”
Invite a camper to come to the chart to build the word.
The camper should pull away one syllable from each column to build
the word, placing the syllable cards below the matrix to form the word.
The display would look like the following:
pen
cir
par
for
-
ty
cle
cus
lor
give
funny
Instruct the campers to read the word that was built from the syllables.
Campers should write the word, as you write the word on the board or
display the word card (not the syllable cards) at the far right of the
pocket chart, so that the display looks like the following.
pen
cir
par
for
3
ty
cle
cus
lor
give
funny
funny
-
Return each of the syllable cards in the word (from the bottom of the
pocket chart) to their original place in the matrix.
Continue the same way until all the words have been built,
pronounced, and written.
At the completion of this lesson, the final display should look as
follows:
fun
pen
cir
par
for
ty
cle
ny
cus
lor
give
funny
penny
forgive
circle
circus
parlor
party
forty
Note: The list of words in the third column can be in any order.
Introduction
 Today the campers will listen to the book, “Alexander and the Terrible,
Horrible, No Good, Very Bad Day” by Judith Viorst.
30 Minutes
Fluency:
Fabulously Famous
Books for Building
Fluency
Materials
 Title: “Alexander Modeled Reading
and the Terrible,  Before Reading
Horrible, No
- Write the Featured Passage on the board or chart paper.
Good, Very Bad
- Relate to personal experience.
Day”
- Talk about key vocabulary words: was, there, were, too, hot, went,
down
 Comprehensive
Lesson Plan for
 During Reading
Fabulously
- Read the passage aloud.
Famous Books
- Repeat the passage once more.
- Explain how to read with expressions.

Introduce and read the book “Alexander and the Terrible, Horrible, No
Good, Very Bad Day” by Judith Viorst.
4
40 Minutes
Comprehension &
Vocabulary:
National
Geographic
Materials
Lesson 1: Plant Life
 Teacher’s Guide:  Introduce Concepts and Vocabulary
Plant Life
- Introduce Theme Question
- Develop Oral Language
 Small potted
- Introduce the Theme Poem
plant or photo of
- Learning Masters page 25
a small potted
- Introduce Key Vocabulary
plant
- Build Background
 Photos: a variety
 Model the Reading
of plants
- Preview the Book
 Theme Builder
- Predict Vocabulary
 Concept Book:
- Model the Reading
Plant Life
- Share the Reading
 Learning Masters
- Reread for Fluency
page 25
- Customize the Reading
 Audiolesson 1
5
Elementary Reading Lesson Plans
2nd Grade
Week 1, Day 2 - Tuesday, July 2nd
90 Minute Block
Time
Title
Materials
Materials
 Word cards
 Pocket chart
 Lined paper
 Pencils
20 Minutes
Phonics
Syllasearch
Syllable Cards
 pup
 tion
 hap
 tor
 mo
 pet
 gig
 py
 wig
 pen
 gle
Word Cards
 puppy
 puppet
 happy
 happen
 motor
 motion
 giggle
 wiggle
Example/Description
Introduction
 Explain to the campers that during their syllasearch lessons they will
practice building and decoding words with more than one syllable.

Teacher Explanation
- Tell the campers that the game they are going to play, syllasearch, will
help them read long words (multisyllabic words) fast and easy.
- Explain that there are three parts to this game.
- In the first part, Meet the Words, the campers will become familiar
with a set of words.
- In the second part, Find the Syllables, campers find syllables within
the words, and those syllables become the parts that campers use to
make words in the third part of the game, Collect the Words.

Meet the Words
- Display the complete set of words in a column on the chalkboard or on
cards in a pocket chart.
- Tell the campers that these are the words they will use in the game.
- Go down the column, pointing to each word, reading it aloud.
- Read the words aloud again, encouraging campers to read them with
you.
- Remove the complete set of words.

Find the Syllables
- Place the first word in the pocket chart.
- Say: “This word is puppy. Read it with me, puppy.”
- With the word still in the pocket chart, invite a camper to the board
and point to the parts of a word that you say, and name the letters in
the syllables.
6
-
-
-
Say: “Point to the letters that make the pup sound in puppy. What are
the letters that make the pup sound in puppy?”
Say: Point to the letters that make the py sound in puppy. What are
the letters that make the py sound in puppy?”
As the camper points to the correct syllable, and tells you the letters,
put the corresponding syllable card on the chalkboard or in a pocket
chart, arranging the cards in a matrix identical to that on the Syllable
Matrix.
For example, the syllable card ‘pup should appear at the top of the
first column of the matrix. The syllable card for ‘py should appear in
the second column, fourth row.
Note: You may want to keep track of the syllable cards by placing a
small code in the corner of each card.
Continue this way until all the words in the list have been shown and
pronounced, and all three syllable cards are arranged according to the
matrix below.
pup
hap
mo
gig
wig

tion
tor
pet
py
pen
gle
Tell the campers they now have the parts of the words and are ready to
go on the part of the game called Collect the Words.
Collect the Words:
- In this part of the game, campers collect words by combing syllables
from the matrix columns.
- Ask the campers to look at the matrix and listen to the word that you
say.
7
-
After you say the word, invite a camper to come to the chart and build
the word that you say.
You can start with any word on the list, but only say the word; do not
show the word when you say it aloud.
Say: “Listen to the word I say. ‘puppy…puppy.”
Invite a camper to come to the chart to build the word.
The camper should pull away one syllable from each column to build
the word, placing the syllable cards below the matrix to form the word.
The display would look like the following:
hap
mo
gig
wig
-
tion
tor
pet
pen
gle
puppy
Instruct the campers to read the word that was built from the syllables.
Campers should write the word, as you write the word on the board or
display the word card (not the syllable cards) at the far right of the
pocket chart, so that the display looks like the following.
hap
mo
gig
wig
8
tion
tor
pet
pen
gle
puppy
puppy
-
Return each of the syllable cards in the word (from the bottom of the
pocket chart) to their original place in the matrix.
Continue the same way until all the words have been built,
pronounced, and written.
At the completion of this lesson, the final display should look as
follows:
pup
hap
mo
gig
wig
tion
tor
pet
py
pen
gle
puppy
puppet
happy
happen
motor
motion
giggle
wiggle
Note: The list of words in the third column can be in any order.
Introduction

Today the campers will read the passage from, “Alexander and the
Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst.
30 Minutes
Fluency:
Fabulously Famous
Books for Building
Fluency
Materials

Title: “Alexander
and the Terrible,
Horrible, No
Good, Very Bad
Day”
 Comprehensive
Lesson Plan for
Fabulously
Famous Books
Individualized Practice
 Write the Featured Passage from “Alexander and the Terrible, Horrible,
No Good, Very Bad Day” on the board or chart paper.
 Read the book “Alexander and the Terrible, Horrible, No Good, Very Bad
Day” by Judith Viorst.
 Repeated Reading: Cooperative Repeated Reading
- Read the Featured Passage chorally.
- Form groups and have children practice reading the passage aloud with
expression.
- Remind them to read it as if they were Alexander.
- Organize the children into pairs.
- Have campers read the Featured Passage at least three times.
9
-
40 Minutes
Comprehension &
Vocabulary:
National
Geographic
Partners should listen, provide assistance if needed, and give feedback.
Work closely with a small group of struggling readers.
After groups have had sufficient practice, invite volunteers to take
turns reading the passage aloud to the class.
Lesson 2: Plant Life
 Develop Concepts and Vocabulary
- Develop Oral Language
- Revisit the Theme Poem
- Build Background
Materials
- Learning Masters Page 24
 Teacher’s Guide:

Introduce the Comprehension Strategy
Plant Life
- Introduce Predicting
 Theme Builder
- Model Predicting
 Concept Book:
- Learning Masters page 26
Plant Life
 Small Group Reading
 Learning Masters
- Support Comprehension
pages 24, 26, 27
- Check Understanding
 Audiolesson 1
- Discuss the Book
- Learning Masters page 27
- Reread for Fluency
- Customize the Reading
 Modeled Writing
10
Elementary Reading Lesson Plans
2nd Grade
Week 1, Day 3 - Wednesday, July 3rd
90 Minute Block
Time
Title
Materials
Materials
 Word cards
 Pocket chart
 Lined paper
 Pencils
20 Minutes
Phonics
Syllasearch
Syllable Cards
 bar
 low
 pil
 ware
 be
 long
 fol
 ter
 shal
 ber
Word Cards
 barber
 barter
 beware
 belong
 below
 follow
 pillow
 shallow
Example/Description
Introduction
 Explain to the campers that during their syllasearch lessons they will
practice building and decoding words with more than one syllable.

Teacher Explanation
- Tell the campers that the game they are going to play, syllasearch, will
help them read long words (multisyllabic words) fast and easy.
- Explain that there are three parts to this game.
- In the first part, Meet the Words, the campers will become familiar
with a set of words.
- In the second part, Find the Syllables, campers find syllables within
the words, and those syllables become the parts that campers use to
make words in the third part of the game, Collect the Words.

Meet the Words
- Display the complete set of words in a column on the chalkboard or on
cards in a pocket chart.
- Tell the campers that these are the words they will use in the game.
- Go down the column, pointing to each word, reading it aloud.
- Read the words aloud again, encouraging campers to read them with
you.
- Remove the complete set of words.

Find the Syllables
- Place the first word in the pocket chart.
- Say: “This word is barber. Read it with me, barber.”
- With the word still in the pocket chart, invite a camper to the board
and point to the parts of a word that you say, and name the letters in
11
-
-
-
the syllables.
Say: “Point to the letters that make the bar sound in barber. What are
the letters that make the bar sound in barber?”
Say: Point to the letters that make the ber sound in barner. What are
the letters that make the ber sound in barber?”
As the camper points to the correct syllable, and tells you the letters,
put the corresponding syllable card on the chalkboard or in a pocket
chart, arranging the cards in a matrix identical to that on the Syllable
Matrix.
For example, the syllable card ‘bar should appear at the top of the first
column of the matrix. The syllable card for ‘ber should appear in the
second column, fifth row.
Note: You may want to keep track of the syllable cards by placing a
small code in the corner of each card.
Continue this way until all the words in the list have been shown and
pronounced, and all three syllable cards are arranged according to the
matrix below.
bar
pil
be
shal

low
ware
long
fol
ber
ter
Tell the campers they now have the parts of the words and are ready to
go on the part of the game called Collect the Words.
Collect the Words:
- In this part of the game, campers collect words by combing syllables
from the matrix columns.
- Ask the campers to look at the matrix and listen to the word that you
12
-
say.
After you say the word, invite a camper to come to the chart and build
the word that you say.
You can start with any word on the list, but only say the word; do not
show the word when you say it aloud.
Say: “Listen to the word I say. ‘barber…barber.”
Invite a camper to come to the chart to build the word.
The camper should pull away one syllable from each column to build
the word, placing the syllable cards below the matrix to form the word.
The display would look like the following:
pil
be
shal
-
low
ware
long
fol
ter
barber
Instruct the campers to read the word that was built from the syllables.
Campers should write the word, as you write the word on the board or
display the word card (not the syllable cards) at the far right of the
pocket chart, so that the display looks like the following.
pil
be
shal
13
low
ware
long
fol
ter
barber
barber
-
Return each of the syllable cards in the word (from the bottom of the
pocket chart) to their original place in the matrix.
Continue the same way until all the words have been built,
pronounced, and written.
At the completion of this lesson, the final display should look as
follows:
bar
pil
be
shal
low
ware
long
fol
ber
ter
barber
barter
beware
belong
below
follow
pillow
shallow
Note: The list of words in the third column can be in any order.
30 Minutes
Fluency:
Fabulously Famous
Books for Building
Fluency
Materials
 Title: “Alexander
and the Terrible,
Horrible, No
Good, Very Bad
Day”
 Comprehensive
Lesson Plan for
Fabulously
Famous Books
 Book Response
Template
 Crayons
Introduction
 Today the campers will respond to the book, “Alexander and the Terrible,
Horrible, No Good, Very Bad Day” by Judith Viorst.
Fluency Performance
 Reread the book, “Alexander and the Terrible, Horrible, No Good, Very
Bad Day” by Judith Viorst.
 Discussion: Ask the campers to turn and talk with a partner to describe
their favorite part of the book. Encourage the campers to explain why this
is their favorite part.
 Select a few campers to share with the entire group.
 Writing: Allow the campers to respond to the following prompt.
- What was your favorite part of the book? Why?
- Encourage the campers to draw a picture of their responses.
14
40 Minutes
Comprehension &
Vocabulary:
National
Geographic
Materials
 Teacher’s Guide:
Plant Life
 Theme Builder
 Nonfiction Book:
Big Red
Tomatoes
 Learning Masters
page 28
 Audiolesson 1
 Tomato plant
with flowers,
sliced ripe
tomato whole
tomato; assorted
vegetables
Lesson 3: Plant Life
 Develop Concepts and Vocabulary
- Develop Oral Language
- Revisit the Theme Poem
- Build Background
 Small Group Reading
- Preview the Book
- Predict Vocabulary
- Text Feature: Labels
- Read the Book
- Support Comprehension
- Practice the Comprehension Strategy
- Learning Masters page 28
- Reread for Fluency
- Customize the Reading
 Shared Writing
15
Elementary Reading Lesson Plans
2nd Grade
Week 2, Day 1 – Monday, July 8th
90 Minute Block
Time
30 Minutes
40 Minutes
Title
Fluency:
Fabulously Famous
Books for Building
Fluency
Comprehension &
Vocabulary:
National
Geographic
Materials
Materials
 Title: “Alexander
and the Terrible,
Horrible, No
Good, Very Bad
Day”
 Comprehensive
Lesson Plan for
Fabulously
Famous Books
Example/Description
Introduction
 Today the campers will respond to the book, “Alexander and the Terrible,
Horrible, No Good, Very Bad Day” by Judith Viorst.
Fluency Performance: Write a New Scene (Writing)
 Reread the book, “Alexander and the Terrible, Horrible, No Good, Very
Bad Day” by Judith Viorst.
 Ask the campers to imagine another terrible, horrible, not good, very bad
thing that could have happen to Alexander.
 List some of their ideas on the board or chart paper.
 Form groups of children, and have them write a new scene for the story.
 They can choose from the list of ideas on the board or invent a situation of
their own.
 Work with a small group to support struggling campers.
Materials
Lesson 4: Plant Life
 Teacher’s Guide:  Review Concepts and Vocabulary
Plant Life
- Develop Oral Language
- Revisit the Theme Poem
 Theme Builder
- Build Background
 Nonfiction Book:

Small Group Reading
My Bean Plant
- Get Ready to Read
 Learning Masters
- Preview the Book
pages 29 and 30
- Predict Vocabulary
 Audiolesson 1
- Text Feature: Picture Glossary
 Take-Home
- Read the Book
Book Masters:
- Discuss the Book
Plant Life
- Learning Master page 29
 Photos:
- Reread for Fluency
Sunflower plant,
16

20 Minutes
Novel Study
The Chocolate
Touch by Patrick
Skene
African violet
Green beans and
other green
vegetables, such
as broccoli,
Brussels sprouts,
and lettuce
Materials
 Teacher’s Guide:
The Chocolate
Touch
 Student Text:
The Chocolate
Touch
 Reading
Selection, “The
Midas Touch”
pages 5-6

- Customize the Reading
Guided Writing
Lesson 1: The Chocolate Touch
 Before Reading the Book
- Pre-reading Activities:
 Teacher’s Guide pages 5-6
 Reading Selection: “The Midas Touch”
- Discussion Questions:
 What can happen if you want too many friends?
 What can happen if you want too much money?
- Pair/ share with a partner or small group
- Share with the entire group
 Read Chapter 1
- Vocabulary Routine:
 suitable: If something or someone is suitable for an occasion,
then it is right for it. Her long beautiful prom dress was
suitable for the occasion.
 practical: If something is practical then it involves real
situations. The dentist offers practical advice for taking care
of your teeth.
 gleaming: If an object is gleaming, it shines because it is
reflecting light. The diamonds in his watch were gleaming.
- Guiding Questions (During & After Reading):
 What are the types of candy that John loves?
 Why does John refuse the extra money his mother offers him to
buy chocolate?
 Who is named Cranium in the story? Why is this a good name
for this person? (think-pair-share)
 Are John’s parents kind? Why or Why not?
 Why does John hide the box under his bed at home?
17




18
What is unusual about the coin that John found?
What is the first clue that something is going wrong?
What is in the box John brings home from the candy story?
Do you think John will get into trouble? (think-pair-share)
Elementary Reading Lesson Plans
2nd Grade
Week 2, Day 2 – Tuesday, July 9th
90 Minute Block
Time
30 Minutes
40 Minutes
Title
Materials
Materials
 Title: “Alexander
and the Terrible,
Horrible, No
Good, Very Bad
Fluency:
Day”
Fabulously
Famous Books for  Comprehensive
Building Fluency
Lesson Plan for
Fabulously
Famous Books
 Pencils
 Crayons
Materials
 Teacher’s Guide:
Plant Life
Comprehension
 Learning Masters
& Vocabulary:
pages 22-23, 31
National
 Take-Home Book
Geographic
Masters: Plant
Life
 Family Focus
letter page 31
Example/Description
Introduction
 Today the campers will respond to the book, “Alexander and the Terrible,
Horrible, No Good, Very Bad Day” by Judith Viorst.
Fluency Performance: Dramatization (Writing)
 Allow time for the campers to complete their new scenes.
 Monitor group and provide assistance as needed.
 Invite groups of children to share their new scenes with the entire class.
 Encourage some children to choral read the group’s text while others in the
group act out the scene.
 Continue this way until all the groups have had a chance to present their new
scenes to the class.
Lesson 5: Plant Life
 Guided Writing
 Assessment Tools
- Review Theme Builder and Concept Book: Plant Life
- Self Assessment
- Learning Masters pages 22-23
 Home Connection
- Review the Family Focus Letter page 31
- Send the Family Focus Letter home with the campers.
- Encourage the campers to use the theme vocabulary words to describe plant
life.
Lesson 2: The Chocolate Touch
 Read Chapters 2-3
- Vocabulary Routine:
 protest: To protest means to say or show publically that you do not
like something. The students protested against having homework on
19
20 Minutes
Novel Study
Materials
The Chocolate
Touch by Patrick  Teacher’s Guide:
Skene
The Chocolate
Touch
 Student Text: The
Chocolate Touch
-
Fridays.
 marvelous: If you describe someone or something as marvelous,
then you are saying they are very good. My mother thinks Usher is a
marvelous singer.
 revealing: To reveal something means to make people aware of it.
The student made a revealing comment to his teacher when he
shouted, “I did not study for this test!”
Guiding Questions (During & After Reading):
 What are the types of candy that John loves?
 Why does John refuse the extra money his mother offers him to buy
chocolate?
 Who is named Cranium in the story? Why is this a good name for
this person? (think-pair-share)
 Are John’s parents kind? Why or Why not?
 Why does John hide the box under his bed at home?
 What is unusual about the coin that John found?
 What is the first clue that something is going wrong?
 What is in the box John brings home from the candy story?
 Do you think John will get into trouble? (think-pair-share)
20
Name _________________________________________ Date ____________________
“Alexander and the Terrible, Horrible, No Good, Very Bad Day” Book Response
What is your favorite part of the book?
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
21