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How these Historical Figures Influenced the Lives of Americans

2nd Grade & Social Studies
Emma Calogero, Tyler Cooper, Gabby Houchens, Cassie Mason
12/12/21
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PART A: Overview of Literacy Instructional Needs

Our 2nd grade unit was created with students at these three reading stages in mind.

Stages of Reading:
Emergent (pre-alphabetic), early Beginning (partial alphabetic), mid-late Beginning (full alphabetic), Transitional (consolidated
alphabetic), Intermediate or Advanced (automatic).

Group 1 Group 2 Group 3

Mid-Late Beginning Transitional Intermediate

Brief Description of Instructional Needs for Each Group

A majority of these students are in Most of these students classify as This group is made up of mostly Suffixes and Affixes readers
the Letter-Name stage while also Within Word readers. During this as well as some late Within Word readers.We decided to
classifying as an ELL student. We stage, the focus is primarily on include the late Within Word reader(s) to this group because
grouped these students together so increasing their vocabulary while also our WW group was made up mostly of early and intermediate
that we can focus on their decoding focusing on their fluency skills, like WW readers. This way, the student can be challenged while
skills, as well as speed and speed and accuracy. These students still meeting the goals for the WW group. During the Suffixes
accuracy, and get them on track will start to work with more complex and Affixes stage students should be spelling multisyllabic
with their phonics knowledge. phonics ideas, but can typically read words and reading more complex text. With these more
any grade-level material given to complex texts, students should be using them to write longer
This group needs to work on them. pieces and analyzing them for deeper meanings. These
decoding words and comprehension students already have shown through their assessment that
after decoding. These students may These readers are working on fluency they can read quickly and with accuracy, therefore proving
be reading small excerpts of books and expression while reading they need less fluency instruction and more focus on
we read as a class in order to grade-level text. They should be comprehension.
practice decoding and their re-reading text in order to increase
comprehension skills. their reading speed and overall This group needs to work on comprehension. These students’
expression while reading. decoding and fluency are stronger and thus we would like to
have them focus more on their comprehension levels.
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Part B: Overview of the Unit

Texts and Writing Project Description

Quad Text Set

We designed the following quad text set to support whole group instruction around our content-related topic: How these Historical Figures Influence the Lives of
Americans

Background:
This lesson will be taught after they have learned about all the other American heroes. They will focus on Rosa Parks and MLK Jr. in this unit and
dig deeper into the civil rights movement. Students have also had instruction on MLK Jr. in first grade, so they should have some prior knowledge.

Main Content Standard(s) of Learning:

Social Studies
2.4 The student will describe how the contributions of selected individuals changed the lives of Americans, with emphasis on
g) Rosa Parks;
j) Martin Luther King, Jr.

Content Objectives:
● Students will understand who Martin Kuther King Jr. and Rosa Parks were.
● Students will understand what the Civil Rights Movement was and the contributions these figures made to America.
● Students will understand the concept of segregation.
● Students will gain the knowledge of Civil Rights Movement vocabulary.
● Students will know how to write about the Civil Rights Movement in both English and Spanish.
● Students will read and understand the significance the Civil Rights Movement had to America.
● Students will empathize with these important figures.
● Students will write their own Civil Rights Movement story in both English and Spanish.

Essential Questions:
- Why are these individuals relevant to American history?
- How did they influence the Civil Rights Movement?
- Why is having bilingual text options important?

Other Interdisciplinary Connections:

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Target Text

Source Brief Description Lexile/Grade Band

Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation Grade Level: 1-4
By: Duncan Tonatiuh Lexile: AD870L

This book is a story that follows a girl and her journey through desegregation. This
book covers some Spanish as well.

Visual Text/s

Source Brief Description

https://www.brainpop.com/socialstudies/ushistory/civilr This is an interactive video that teaches students about the Civil Rights movement.
ights/

Information Text 1 (Near Grade Level)

Source Brief Description Lexile/Grade Band

I am Martin Luther King Jr This is a book that describes who Martin 640 L
By: Brad Meltzer Luther King Jr. was and how he relates to
the Civil Rights Movement.

Information Text 2 (Below Grade Level)

Source Brief Description Lexile/Grade Band

If the Bus Could Talk: The Story of Tells the story of Rosa Parks. Reading age 5-8
Rosa Parks Lexile Measure: AD980L
By: Faith Ringgold

Hook/YA Selection
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Source Brief Description Lexile/Grade Band

Let the Children March This book talks about the Civil Rights Grade Level: 1-4
(Gabby’s copy) Movement through the eyes of children Lexile Measure: 650L
By: Monica Clark-Robinson activists.

¡Si Se Puede! Yes, We Can!: Janitor This book talks about activism and its Grade Level: K-2
Strike in L.A. importance but through bilingual text.
By: Diana Cohn

Writing Project
We designed the following writing project to support students’ knowledge development and writing skill around our content-related topic.

Summative Assessment Description:

This detailed explanation should include a clear explanation of the project as well as a justification for how students are researching and using the
sources in their reading lessons to complete this project. The inquiry arc of your unit should be clear as this project is your “end goal” for your unit.

We will pair up students, one english language learner with one student whose first language is english to create a bilingual book. They will
create one side in English and the other side in Spanish (or whatever their first language is). They will use information from the different texts
to come up with their own book on either Rosa Parks or Martin Luther King Jr. The students will create a book that covers who they were,
what contributions they made to society, and why they were considered an important figure in history. They can add other details they learned
about to help support these ideas, like their background/life prior to their contributions. We want to give them some freedom in their choices
of how much they want to include.

Ideas for Formative Assessment:

What content learning might you look for throughout the unit? This will help you drive your comprehension instruction and connect content and
literacy learning!

The formative assessments will consist of combinations of oral comprehension, vocabulary, group writing components, and individual work
that will be taught on a day to day basis.
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Part C Whole Group Instructional Plan

This is our whole group instruction for our unit plan. In the first part of the unit (days 1-5), students will read texts related to the topic of The Civil Rights
Movement to research this topic and prepare for their project. In the second part of the unit (days 6-10), students will use the writer’s workshop method to plan,
draft, revise, edit, and possibly present their project related to this topic. Students will read about Martin Luther King Jr and Rosa parks to learn about them in
order to create their own multilingual text related to them. These lessons are designed to last approximately 45 minutes. See accompanying lesson plans for more
detailed information.

Comprehension Instruction: Days 1-5

Day 1 Day 2 Day 3 Day 4 Day 5

Text(s) Target Text Hook Text 1 Visual Text Informational Hook Text 2
Separate is Never Let the Children Brain Pop Text 2 Si Se Puede
Equal March I am Rosa Park
Information Text 1
I am Martin Luther
King Jr.

Purpose for The target text is a From this book we This text has the This text fits great From this book, we
Reading text that relates to the want our students to purpose of teaching with our topic of want our students to
standard and unit we gain perspective on the Civil Rights the Civil Rights hear another text
are teaching, but is this time period. movement but Movement as it about activism and
the “end goal” of This will also be a through a different covers the story of incorporate bilingual
where we want our good way for perspective. Rosa Parks texts so that our
students to be by the students to interact Learning through an refusing to give up students are better
end of the unit. with the content in a interactive video her seat on the bus, prepared for the
Specifically, this book way that doesn’t rather than a hard a key moment in writing piece. This
is a bilingual text explicitly talk about copy of a book the Civil Rights text specifically
about the Civil Rights MLK Jr. and Rosa allows for different Movement. In this teaches about activism
movement that also Parks. Let the learning styles to text, a young girl is and how those
incorporates Spanish Children March also understand the on the bus and the characters prevailed.
throughout the pages. connects to our information in bus tells her Rosa
By the end of our target text by another way. Parks story. The
unit, we want our discussing the same text is great as the
students to be able to concept of students can relate
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write both an English segregation. The target text to it as many of the

and a Spanish version introduces the idea students take the
of the writing piece of the civil rights bus everyday. It
they are working on. movement and this will help them
This text introduces text dives deeper understand that
the bilingual aspect into the life of something as small
while also teaching Martin Luther King as where people
about the Civil Rights Jr. This text talks used to sit on the
movement and its about his journey bus used to be
important figures we from childhood to different compared
are studying. adulthood as he to today.
discovers how he
can make a
difference. It will
help them
understand the target
text by giving them
an example of
someone who lived
through this
movement as well as
contributed to it.

Literacy 2.7 a) Make and confirm 2.7 b) Connect previous 2.8 c) Use prior and 2.8 c) Use prior and 2.6 d) Discuss meanings of
predictions experiences to new texts. background knowledge as background knowledge as words and develop
Standard(s)
context for new learning. context for new learning. vocabulary by listening to
2.6 d) Discuss meanings of 2.8 c) Use prior and and reading a variety of texts.
words and develop background knowledge as 2.8 h) Read and reread 2.8 h) Read and reread
vocabulary by listening to context for new learning. familiar texts with fluency, familiar texts with 2.7 b) Connect previous
and reading a variety of texts. experiences to new texts.
accuracy, and meaningful fluency, accuracy, and
expression meaningful expression

2.6 d) Discuss meanings of 2.6 d) Discuss meanings

words and develop of words and develop
vocabulary by listening to vocabulary by listening to
and reading a variety of and reading a variety of
texts. texts.
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Before Reading Begin a KWL chart Think-Pair- Pre-journal: Pre-journal: Concept Sort:
(focused on American Share:
History) with what About 1 or 2 things What do you know Who is Rosa Give students flash
they already know they learned about Martin Luther Parks? cards with both words
and what they want to yesterday King Jr.? and images and have
learn. Then begin Why is she a students sort into
Vocabulary Activity Begin activity to How did he help significant figure in categories:
with words related to hook them. Allow improve our American history? - MLK Jr.
the Civil Rights some students that country? - Rosa Parks
Movement. are chosen to sit on Students will be - Civil Rights
the carpet with Students will be given the choice to Movement
pillows for the given the choice to draw their answer
reading aloud while draw their answer or or write their
others must stay in write their answer in answer in Spanish
their seats. Without Spanish or English. or English.
telling students
about the activity,
begin the read aloud
with the separation
of students.

During Reading Interactive read aloud Interactive read Partner Read: Partner Read: Interactive read aloud
with pausing for aloud with pausing with pausing for
vocabulary for comprehension Students will Students will understanding of
recognition and review. Reader underline unfamiliar underline bilingual text.
review. Reader should should be asking words as they read. unfamiliar words
be asking questions questions like: as they read.
like: After reading, the Teacher will ask
Why do you think the teacher will ask 3-4 After reading, the questions like:
How would you feel if narrator of this story groups what words teacher will ask 3-4
you were Sylvia? couldn’t play on the they underlined. groups what words - Think about the
same playground or Teacher will write they underlined. words we discussed
What do you think this go to the same words on the board, Teacher will write throughout the week
word means? school as the white define them words on the in our stories, can
kids? verbally, and have board, define them anyone share a word
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Do you think it was all students say the verbally, and have they remember?
fair for Slyvia to have How can we words aloud and all students say the
to go to a certain describe what our clap out the words aloud and - What does “Si Se
school just because of narrator is feeling syllables. clap out the Puede” mean?
her looks? using context clues? syllables.
After that, students - How can you apply
Do you think the will partner read the After that, students this phrase to your
Mexican School was book again. This will partner read life?
as nice as the school time for a specific the book again.
Slyvia and her brother purpose. An This time for a
wanted to go to? example of this specific purpose.
would be reading to An example of this
answer the question: would be reading
“What did MLK Jr. to answer the
do to fight for civil question: “Why did
rights?” Rosa Parks refuse
to give up her
seat?”

After Reading Finish KWL with a Have the students Post-journal: Post-journal: Whole-class
few comprehension individually write interactive note taking
checks for about how they felt What was confirmed What was with bilingual
understanding (all being able to sit on about what you confirmed about vocabulary and key
verbal). the floor versus knew and what did what you knew and take-aways. Students
staying in their seats. you learn about what did you learn will use these as notes
Ask how their Martin Luther King about Rosa Parks? to help them create
feelings relate to the Jr? their own bilingual
book they read. text. Concepts like
Students will be Students will be segregation,
given the choice to given the choice to desegregation, and the
draw their answer or draw their answer Civil Rights
write their answer in or write their Movement will be
Spanish or English. answer in Spanish covered in these
or English. notes. MLK Jr. and
Rosa Parks will also
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be covered.

Vocabulary General vocab N/A MLK vocab Rosa Parks vocab Bilingual vocab
- Civil rights movement - Perspective - Boycott - El Movimiento por los
- Segregation - Protests - Oppression Derechos Civiles
- Integrate - Retaliate - Motivate - la segregacíon
- Desegregate - Momentous - la desegregacíon
- Unconstitutional Prompt: - la discriminacíon
- Discrimination Who knows what Prompt: - el boicot
this word means? Who knows what
Prompt: this word means? Prompt:
Who knows what this Think about the words
Do you see that
word means? Do you see that we discussed
happening in our
happening in our throughout the week
story right now?
Do you see that story right now? in our stories, can
happening in our anyone share a word
Have you heard of
story right now? Have you heard of they remember?
this word before?
this word before?
Does anyone know
what that word is in
spanish?

Writing Instruction: Days 6-10

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Day 6 Day 7 Day 8 Day 9 Day 10

Prewriting: Drafting Drafting OR Revising OR Editing OR Presenting
organizing ideas Revising Editing

Writing Standard 2.10 2.10 2.10 2.10 2.11

a) Understand writing e) Organize writing to f) Write facts i) Revise writing a) Recognize and use
**Use this as a process. include a beginning, about a subject to for clarity. complete sentences.
substandard middle, and end support a main
throughout the c) Use prewriting idea. b) Use and punctuate
whole unit, each strategies to generate declarative,
day. ideas before writing. **If this lesson interrogative, and
were extended, exclamatory
then we may sentences.
transition to
adding descriptive c) Capitalize all
detail to their proper nouns and the
writing. word I.

d) Use singular and

plural nouns and
pronouns.

f) Use contractions
and singular
possessives.

g) Use knowledge of
simple abbreviations.

h) Use correct spelling

for commonly used
sight words, including
compound words and
regular plurals.
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Topic of Mini Introduce the writing Create an outline and Review outline Review writing Use a checklist as a
lesson process with a practice identifying and add facts to and make sure it class and go over what
foldable. the beginning, middle, support the main matches the you should look for in
and end of a story. idea. outline while also your own writing.
Brainstorm with a making sure it is
concept map to clear to read. Use
generate ideas before check boxes on
writing. outline to make
sure everything is
in order and
readable.

Mentor Text(s) BRAIN POP: BRAIN POP: BRAIN POP: Passage from what Passage from what we
Prewriting: Outlines Writing Process we have read, the have read, the book
Organizing Your https://www.brainpop. https://www.brainp book Let the Let the Children
Thoughts com/english/writing/o op.com/english/wri Children March, March, and rewrite it
https://www.brainpop utlines ting/writingprocess and rewrite it with with errors to practice
.com/english/writing/ / the wrong order or revising it. We will
prewritingorganizing leave a part out to take a quote from the
yourthoughts/ practice revising first page and we will
it. We will take a rewrite it incorrectly
quote from the for them to revise.
first page and
rewrite in the
wrong order and
then have them
revise it correctly.

Brief Teaching Students will be Students will be Students will be Teacher will Teacher will model
learning about the learning about the learning about the model revising editing with one
prewriting stage of drafting stage of the final stages of the with 2-3 sentences sentence from the first
the writing process. writing process. There writing process from a mentor text page of the mentor
There will be a Brain will be a Brain Pop (revising and used the week text called Let the
Pop video on this video on this stage of editing). There will before. We will Children March used
stage of the writing the writing process. be a Brain Pop have these the week before. After
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process. This video The students will be video going over sentences modeling, teacher will
goes over how the learning how to make the entire writing highlighted within give students 3-4
students can organize an outline. The video process. The the text prior to sentences to practice
their ideas and how Will help the students students will be this exercise.After editing on their own.
this will help when fill out the second reviewing the modeling, teacher Once their editing is
they begin writing. page of their foldable. prewriting and will give students done, the teacher will
This video will also drafting stages and 3-4 sentences to review the correct
be used to help the learning how to practice revising mistakes and answer
students fill out the revise and edit on their own. any remaining
first page of their their writing. The Once their questions.
foldable. Brain Pop video revising is done,
will help the the teacher will
students fill out the review the correct
final pages of their mistakes and
foldable. answer any
remaining
questions.

Modeling Model how to create Model how to take the Model how to Model how to Model how to use a
a concept map using concept map and begin writing the compare your checklist to review
“Dogs” as the topic. create an outline about rough draft on concept map to drafts about “Dogs”
Explain how different “Dogs” with your “Dogs” by using your writing. and go over what is or
ideas about Dogs can ideas. Model how to the concept map Teachers should is not in your writing.
be organized with identify the beginning, and outline as use the concept Teacher should go
flow on the concept middle, and end with guidance on how map created down the checklist
map. We may include concept map ideas. An to start. Apply that earlier in the week and look in the rough
ideas like love to example of this would information to the labeled “Dogs” draft to see if it is
swim, have four legs, be “At the beginning rough draft. and guide students there or not.
like to chew on of our story, the dog to make sure
bones, and can be will be chewing on a topics and ideas
large or small. bone. In the middle of found in the
our story, the dog will concept map are
fall asleep while similar to those in
chewing on his bone. the writing.
Once he wakes up, the
dog will notice his
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bone is missing. And

at the end of our story,
the dog finds out a
bird grabbed his
bone.”

Writing Students will start by Students will be Students will be Students will be Students will be
filling out the first making an outline, reviewing their using their outline revising a passage
page of the foldable using their concept outline from to actually create from what we have
for the prewriting map from yesterday to yesterday. They their book. read. They will read a
stage. The students help them. will be adding few sentences that
will also be creating a facts to support Students will also contain errors and
concept map to their main idea. be revising a after the teacher
brainstorm and passage from what models an example of
generate/organize we have read. a revision, students
their ideas. will revise these
sentences correctly.

Sharing Students will sit with Students will partner Students will share Students will swap Students will swap
their partner and up with another group what they added to books with books with another
share their concept and share their their writing/book another group and group and partner read
maps. During this beginning, middle, with another group share one thing the books.
time they will decide and end. they like and one
what parts of their thing that could be
concept map they changed.
want to use for their
writing.
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Part D: Small Group Instruction

The following is our sketch for small group instruction that connects with the whole group topics for each of three groups described in Part A. Students will rotate
through three 15 minute small group rotations, which will include at least one rotation of developmentally appropriate phonics instruction and one rotation of
independent work that extends either whole group instruction for this day or one of their small group rotations. The third rotation will be based on the literacy diet
needs of individual groups.

Week 1 (Days 1-5)

Phonics Group 1: Late Letter Name

Rotation Focus on Short i and u Vowels in Easy CVC Words Patterns.
Categories: pig, cup, oddball
● zip
● bit
● but
● big
● jug
● pin
● tub
● rip
● will
● him
● cut
● rub
● hum
● win
● fun
● six
● nut
● run
● put
● did
● gum
Three example activities to teach these phonics patterns includes (brief description of each):
1. Word Hunts - Look for words in their reading material that have short i or short u.
2. Word Sort with pictures to help students make the word-to-image connection. So for the word “run” there will be a card with the word
written and then another card with a picture of someone running.
3. ABC Order- Students will choose 5 words from their word study list and words cannot have the same first letter. Once those words
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have been chosen, students will put the words in alphabetical order. After the words have been put in order, students will have their
words checked by an adult, if the words are correct they will repeat this process with 5 more words that have not already been used.
This activity promotes letter recognition as well as building life skills.

Group 2: Mid Word Within

Focus on Short -e and Long -e (CVC and CVVC) Patterns. (pg 44)
Categories: long eCVC, short eaCVVC, short eeCVVC, long eaCVVC
● when
● dead
● trees
● each
● reach
● head
● queen
● east
● street
● bread
● seat
● dream
● great
● lead
● steam
● sled
● sweet
● breath
● beach
● death
Three example activities to teach these phonics patterns includes (brief description of each):
1. Word Hunts - Students will look for words in their reading material that have either a short e or long e and then write those words in
their word study journal.
2. Train Station Game- Students will roll a dice, move the appropriate number of spaces and say the word they land on. Board will also
include spaces like “Lose a turn” “Move ahead 2 spaces” and “Tunnel Block.” Once the student lands on a word, they will say the word
out loud, name the vowel, and vowel pattern, for example “nail is long -a with a CVC word pattern.” Players must also say another
word with the same vowel and vowel pattern to stay on their space.
3. Story Writing- Students will write a short story using as many word study words as possible. These words are the ones listed above
and they will be given a dictionary to define any words they may need help with. They will then go back and circle all words with short
-e and underline words with long -e.
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Group 3: Early Syllables and Affixes

Focus on Adding -ing to Words with VCe and VVC Patterns.
Categories: VCe, VVC, e-drop, nothing
● use
● using
● eat
● eating
● close
● moan
● wave
● writing
● dreaming
● looking
● dream
● skate
● closing
● trading
● cleaning
● clean
● write
● moaning
● trade
● skating
● waving
● look
● mail
● mailing
Three example activities to teach these phonics patterns includes (brief description of each):
1. Partner Word Sort (by Suffix) - Students will be paired with a partner where they will work together to practice sorting their words
into the correct columns that show the featured pattern.
2. Concept/Word Map - Students use these to form relationships between words and topics by connecting them to prior knowledge.
3. Freddy the Hopping, Diving, Jumping Frog- Students will play in groups of 2 or 4 and review generalizations for adding -ing. These
generalizations may be doubling the last letter in the word when adding -ing or doing nothing when adding -ing.

Small Group Group 1: Mid-Late Beginning Readers

Reading What specific patterns or letter sounds do readers typically know at this stage?
Rotation ● Consistently representing beginning and ending sounds.
What specific patterns or letter sounds do they need to learn?
● Medial vowels, blends, digraphs.
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What other reading skills might you focus on (COW? Fluency) during targeted reading instruction at this stage?
● Fluency, focusing on accuracy and reading by sounding out the words.
3 Texts appropriate for supporting decoding and fluency for this stage of readers:
● Did It Fit? by Robert Charles https://bcisgrade1.weebly.com/uploads/3/7/9/3/37932301/diditfit_clr.pdf
● The Mutt and the Bug by Cheryl Ryan
https://www.plainville.k12.ma.us/cms/lib/MA01000200/Centricity/Domain/58/muttandbug_clr.pdf
● The Bug in the Jug Wants a Hug by Brian P. Cleary
As readers read, what specific prompts will you use to support them in learning to decode when they stumble upon a word:
● Have readers “tap out” words if the word is decodable.
● What’s the first sound that you see?
● What sound does the first letter make?
● What vowel do you see? What sound does it make?

Group 2: Transitional Readers

What specific patterns or letter sounds do readers typically know at this stage?
● Students typically know short vowels, blends, and digraphs.
What specific patterns or letter sounds do they need to learn?
● Vowel patterns (long, r-controlled, other), and complex consonant units.
What other reading skills might you focus on (COW? Fluency) during targeted reading instruction at this stage?
● Fluency with a focus on speed and prosody and it will start to shift toward comprehension.
3 Texts appropriate for supporting decoding and fluency for this stage of readers:
● Henry and Mudge and the Tall Tree House by Cynthia Rylant-
https://www.amazon.com/Henry-Mudge-Tall-Tree-House/dp/0689834454/ref=sr_1_12?keywords=henry+and+mudge&qid=163882224
9&s=books&sr=1-12
● Here Comes Silent e! by Anna Jane Hays
● Dragons Love Tacos by Adam Rubin
As readers read, what specific prompts will you use to support them in learning to decode when they stumble upon a word:
● Ask “what sound pattern do you hear when you read the word…” for example if they read the word “smoke” in the book Dragons Love
Tacos we will as them what sound do they hear at the beginning of the word, looking for them to identify the “sm” sound.
● Have readers “tap out” words if the word is decodable.

Group 3: Intermediate Readers

What specific patterns or letter sounds do readers typically know at this stage?
● Long vowel patterns.
What specific patterns or letter sounds do they need to learn?
● Inflected endings, syllable juncture patterns, vowel patterns in accented syllables, and unaccented final syllables.
What other reading skills might you focus on (COW? Fluency) during targeted reading instruction at this stage?
● Comprehension and vocabulary.
3 Texts appropriate for supporting decoding and fluency for this stage of readers:
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● Happy Endings: A Story about Suffixes by Robin Pulver

● So Other People Will Also Be Free: The Real Story of Rosa Parks for Kids By: Tonya Leslie
● Child of the Civil Rights Movement By: Paula Young Shelton

As readers read, what specific prompts will you use to support them in learning to decode when they stumble upon a word:
● Have readers “tap out” words if the word is decodable. “It sounds like you’re having trouble with that word, can you tap it out?”
● Chunking words- “It sounds like you’re having trouble with that word, can you try chunking it with sounds you recognize?”
● What does that syllable mean?

Day 1 Day 2 Day 3 Day 4 Day 5

Independent Group 1 Students will reread all Students will be Students will complete Students will record Students will complete
Work Mid-Late three books chosen given 5 word study an individual word sort themselves reading one of a concept map using
Beginning specifically for words from their list of the word set for their their pre or post journals their spanish
Brief Descrip mid-late beginning and grab a phonics level. They are from day 3 and 4. They vocabulary words
tion of how readers that will help dictionary. Students looking for short i and will work on reading at a covered in whole
you will support decoding and will find and write short u vowels and will good pace and with group instruction.
extend whole fluency. They will do the definition of the be sorting them a picture prosody and fluency.
group or this independently. word. After writing of the word and the word Bilingual vocab
small group ● Did It Fit? by the definition they itself. So for the word - El Movimiento por los
to provide Robert will draw a picture “run” there will be a Derechos Civiles
independent Charles to represent the card with the word - la segregacíon
practice ● The Mutt and word. written and then another - la desegregacíon
the Bug by The words being card with a picture of - la discriminacíon
- el boicot
Cheryl Ryan used: jug, zip, hum, someone running. They
● The Bug in the big, and tub will then make two
Jug Wants a sides, one with all the
Hug by Brian short i vowel words and
P. Cleary one with the short u
vowel words.

Group 2 Students will reread Students will be Students will complete Students will record Students will complete
Transitional two of the three books given 5 words from an individual word sort themselves reading one of a concept map using
chosen specifically for their study words of the word set for their their pre or post journals their spanish
transitional readers from their list and phonics level. They will from day 3 and 4. They vocabulary words
that will help support grab a dictionary. be working on Short -e will work on reading at a covered in whole
decoding and fluency. Students will find and Long -e (CVC and good pace and with group instruction.
 20

They will do this and write the CVVC) patterns. So they prosody and fluency.
independently. definition of the will place words into the Bilingual vocab
● Here Comes word. After writing two categories, in the - El Movimiento por los
Silent e! by the definition they short -e and the long -e Derechos Civiles
Anna Jane will write a sentence depending on which one - la segregacíon
Hays using that word. it falls into. - la desegregacíon
● Dragons Love These words are: - la discriminacíon
- el boicot
Tacos by reach, lead, steam,
Adam Rubin when, and breath
● Henry and
Mudge and the
Tall Tree
House by
Cynthia
Rylant

Group 3 Students will reread Students will be Students will complete Students will record Students will complete
Intermediat one of the three books given 7 word study an individual word sort themselves reading one of a concept map using
e that will help support words from their list of the word set for their their pre or post journals their spanish
decoding and fluency. and grab a phonics level. They will from day 3 and 4. They vocabulary words
They will do this dictionary. Students be working on adding will work on reading at a covered in whole
independently. will find and write -ing to Words with VCe good pace and with group instruction.
● Happy the definition of the and VVC patterns. They prosody and fluency.
Endings: A word. After writing will sort them into two Bilingual vocab
the definition they categories, one with e - El Movimiento por los
Story about will attempt to write drop when adding -ing Derechos Civiles
Suffixes by their own definition and one without e drop - la segregacíon
or write a sentence when adding -ing. - la desegregacíon
Robin Pulver
using that word. - la discriminacíon
● So Other - el boicot
These words are:
People Will
cleaning, dreaming,
Also Be Free:
closing, moaning,
The Real Story
skating, waving, and
of Rosa Parks
trading
for Kids By:
Tonya Leslie
● Child of the
Civil Rights
Movement By:
Paula Young
 21

Shelton

Week 2 (Days 6-10)

Phonics Group 1: Late Letter Name

Rotation Focus on Short -e, -i, -o, and -u in Easy CVC Words Patterns.
Categories: Bed, Pig, Sock, Cup
● let
● saw
● hid
● pop
● not
● her
● mix
● his
● mud
● six
● yes
● miss
● cub
● hot
● wet
● bus
● tell
● bug
● get
● sun
 22

Three example activities to teach these phonics patterns includes (brief description of each):
4. Word Hunts Look for words in their reading material that are short -e, -i, -o, and -u.
5. Word Sort with pictures to help students make the word-to-image connection. So for the word “run” there will be a card with the word
written and then another card with a picture of someone running.
6. Fill in the Feature- Students will be given a sheet with words and images that correlate. Each word will be missing the vowel, it is up
to the students to fill in the missing vowel using the picture above the word. For example, one card would have an image of a bug with
b_ g listed below. The student would fill in the missing u and then move on to the next card. This will help students with letter
recognition as well as recognizing vowels.

Group 2: Mid Word Within

Focus on Short -a and Long -a (CVCe, CVVC-ai, and Open Syllable -ay) Patterns.
Categories: long aCVC, short aCVCe, short aiCVVC, short ayCVV
● lay
● trade
● Spain
● glass
● stay
● raise
● grain
● brave
● play
● clay
● stand
● slave
● nail
● tray
● stray
● gray
● gain
● taste
● aid
● hay
● shape
● past
● pray
Three example activities to teach these phonics patterns includes (brief description of each):
4. Word Hunts - Look for words in their reading material that have short -a and long -a (CVCe, CVVC-ai, and Open Syllable -ay)
patterns.
5. Story Writing- Students will write a short story using as many word study words as possible.
 23

6. Vowel Spin- Students will spin for a vowel sound feature and remove pictures or words from their game boards that match the short a
and long a feature.
a. Vowel patterns that will be used: ai; ay; as

Group 3: Early Syllables and Affixes

Focus on Adding -ing to Words with VC and VCC Patterns.
Categories: VC, VCC, double, nothing.
● get
● getting
● ask
● asking
● swim
● swimming
● yell
● yelling
● rest
● run
● sit
● resting
● stand
● running
● pass
● sitting
● pick
● standing
● jump
● shut
● picking
● shutting
● passing
● jumping
Three example activities to teach these phonics patterns includes (brief description of each):
4. Partner Word Sort- Students will be paired with a partner where they will work together to practice sorting their words into the
correct columns that show the featured pattern.
5. Story Writing- Students will write a story using as many word study words as possible.
6. Freddy the Hopping, Diving, Jumping Frog- Students will play in groups of 2 or 4 and review generalizations for adding -ing. These
generalizations may be doubling the last letter in the word when adding -ing or doing nothing when adding -ing.
 24

Small Group Group 1: Mid-Late Beginning Readers

Reading
Rotation 3 Additional Texts appropriate for supporting decoding and fluency for this stage of readers:
● Get the Pets by Wayne Miller https://bcisgrade1.weebly.com/uploads/3/7/9/3/37932301/getpets_clr.pdf
● The Tot and the Pot by Lili Henderson
● Did it Fit? by Robert Charles

Group 2: Transitional Readers

3 Additional Texts appropriate for supporting decoding and fluency for this stage of readers:
● Henry and Mudge The First Book-
https://www.amazon.com/Henry-Mudge-First-Cynthia-Rylant/dp/0689810059/ref=sr_1_4?crid=1BFCNFOI7E5XQ&keywords=henry
+and+mudge&qid=1638805455&s=books&sprefix=henry+and+mu%2Cstripbooks%2C200&sr=1-
● Henry and Mudge and The Careful Cousin-
https://www.amazon.com/Henry-Mudge-Careful-Cousin-Ready/dp/0689813864/ref=sr_1_9?crid=1BFCNFOI7E5XQ&keywords=henr
y+and+mudge&qid=1638805517&s=books&sprefix=henry+and+mu%2Cstripbooks%2C200&sr=1-9

Group 3: Intermediate Readers

3 Additional Texts appropriate for supporting decoding and fluency for this stage of readers:
● Skating and Hopping by M.K. Benton
● The Story of MLK Jr.:
https://www.amazon.com/Story-Martin-Luther-King-Jr/dp/1641529547/ref=sr_1_1?keywords=mlk+chapter+book&qid=1638805728&
s=books&sr=1-1

Day 1 Day 2 Day 3 Day 4 Day 5

Independent Group 1 Students will record Students will write a Students will complete a Students will record Students will write a
Work Mid-Late themselves reading story about Rosa Parks concept map using their themselves reading one of reflection of their
Beginning one of their pre or or MLK Jr. using as spanish vocabulary the three supplemental project experience.
Brief Descrip post journals from many of their word words covered in whole texts. After recording, the Students should reflect
tion of how day 3 and 4. They study words as group instruction. student will listen to the on working with their
you will will work on possible. Students will recording and take note of partner, what they
extend whole reading at a good underline the words and Bilingual vocab anything they can do learned, and how they
group or pace and with their patterns they used - El Movimiento por los better. They will repeat would change the
small group to prosody and from the word study. Derechos Civiles this process until reading project.
provide fluency. Pattern they are looking - la segregacíon is fluent.
independent for: short -e, -i, -o and - la desegregacíon
- la discriminacíon
 25

practice -u in east CVC words. - el boicot

Group 2 Students will record Students will write a Students will complete a Students will record Students will write a
Transitiona themselves reading story about Rosa Parks concept map using their themselves reading one of reflection of their
l one of their pre or or MLK Jr. using as spanish vocabulary the three supplemental project experience.
post journals from many of their word words covered in whole texts. After recording, the Students should reflect
day 3 and 4. They study words as group instruction. student will listen to the on working with their
will work on possible. The pattern recording and take note of partner, what they
reading at a good they are looking for: anything they can do learned, and how they
pace and with short -a and long -a better. They will repeat would change the
prosody and from CVCe, CVVC-ai this process until reading project.
fluency. and open syllable is fluent.
words.

Group 3 Students will record Students will write a Students will complete a Students will record Students will write a
Intermediat themselves reading story about Rosa Parks concept map using their themselves reading one of reflection of their
e one of their pre or or MLK Jr. using as spanish vocabulary the three supplemental project experience.
post journals from many of their word words covered in whole texts. After recording, the Students should reflect
day 3 and 4. They study words as group instruction. student will listen to the on working with their
will work on possible. The patterns recording and take note of partner, what they
reading at a good they will be looking anything they can do learned, and how they
pace and with for: adding ing better. They will repeat would change the
prosody and (doubling or nothing). this process until reading project.
fluency. is fluent.