Due to many requests, I have bundled two of my best selling and largest items!
In this bundle you have an entire year of Guided Reading Lesson Plans and Literacy Centers for 2nd Grade:
Guided Reading Plans:
Here is the link to this product: 2nd Grade Year Long Guided Reading Lesson Plans
Here is the description:
--Cleaner look, new graphic organizers, new vocabulary activities and higher level questions!--
A YEAR OF GUIDED READING LESSON PLANS for 2ND GRADE!
Over 540 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!
This product includes 34 weeks of Guided Reading Lesson Plans for the teacher and activities for the students! (All you have to do is choose your book!)
17 CCSS Aligned and 19 TEKS Aligned Skills are broken down into 9 day segments of lessons equaling 34 weeks!
WITHIN EACH LESSON:
• A CCSS Skills (or TEKS Skills) Binder Divider Page
• A brief vocabulary table activity do begin your small group lesson. You choose the words from the book you are using for your lesson.
• A “Before Reading” mini lesson and book talk.
• “During Reading” questions stems.
• “After Reading” assessment or wrap up activity.
• Vocabulary Dice Task Sheet
• Anecdotal Record Form to fill out on students.
THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!
Go grab my 2nd Grade Guided Reading Lesson Plan (Free) here:
FREE SAMPLE GUIDED READING YEAR LONG SET!
To see what a 9 day segment looks like! 3 lesson plans, 3 graphic organizers, 3 vocabulary sheets, 3 anecdotal record forms, and a blank lesson plan template! BUT MOST IMPORTANTLY—it includes a GUIDE TO USE page where you can read all about this item and it will answer any questions you may have!
Also check out the preview to see an up close look at all of the items and how they are used!
Skills Included: (Informational and Literature)
RI. 2.1 Students will ask and answer questions like who, what, where, when, why and how to demonstrate understanding of key details in a text.
RI. 2.2 The students will be able to identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI. 2.3 The students will be able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI. 2.4 Students will be able to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.
RI. 2.5 Students will be able to know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI. 2.6 Students will be able to identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI. 2.7 Students will be able to explain how specific images (e.g., diagram showing how a machine works) contribute to and clarify a text.
RI 2.8 Students will describe how reasons support specific points the author makes in a text.
RI 2.9 Students will be able to compare and contrast the most important points presented by two texts on the same topic.
RL. 2.1 Students will ask and answer questions like who, what, where, when, why and how to demonstrate understanding of key details in a text.
RL. 2.2 Students will retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
RL. 2.3 Students will describe how characters in a story respond to major events and challenges.
RL 2.4 Students will describe how words and phrases (alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL 2.5 Students will be able to describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL 2.6 Students will be able to acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL. 2.7 Students will use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot.
RL. 2.8 (not applicable with literature)
RL. 2.9 Students will compare and contrast two or more versions of the same story (Cinderella or Three Little Pigs) by different authors or from different cultures.
(2.3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and
(2.5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
(2.6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and
(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.
(2.7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry.
(2.8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.
(2.9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) describe similarities and differences in the plots and settings of several works by the same author; and
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
(2.10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.
(2.11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).
(2.13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text.
(2.14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the main idea in a text and distinguish it from the topic;
(B) locate the facts that are clearly stated in a text;
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
(2.15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow written multi-step directions; and
(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).
(2.16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) recognize different purposes of media (e.g., informational, entertainment);
(B) describe techniques used to create media messages (e.g., sound, graphics); and
(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).
FIG. 19 D and E are embedded in many of the other lessons. I did not do different lessons for these because they should be part of every lesson while students are reading.
THIS ITEM IS A MUST HAVE!
I have taught reading for 7 years and have my Master’s as a Reading Specialist. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!
If you still have questions, message me or e-mail me at Hillary3986@gmail.com!
Also check out my Year Long Literacy Centers for 2nd Grade!
If you want to buy both, my Guided Reading and Literacy Centers Bundle
is the way to go! You will save $19 buy purchasing this bundle!
Follow me on Instagram!
Follow me on Facebook!
Follow me on my Blog!
This product is an entire year of Literacy Centers for 2nd grade students.
36 Weeks (Approximately 700 pages) of Literacy Center Activities!
Instruction Pages (and an editable version too!)
Vocabulary (Also includes an editable version so you can add your own words. Just add a text box in the blanks and you can add your words.)
Centers include hands on activities, partner activities, and gives the students great exposure to reading comprehension.
Centers are all aligned to Common Core Standards AND TEKS (Texas Standards)
Each week contains one activity for you to leave in the center for the entire week. Students are meant to rotate to that activity throughout the week as well as other centers. A rotation schedule is given as well as a guide to use on how to use this product appropriately. Each center activity includes a student instruction page for you to print off and leave in the center all week.
Each center activity is meant to be an independent or partner activity so you can conduct small groups during this time. Students should be challenged but able to complete the activity with minimal help from the teacher. (The student instruction page really helps in this area.)
These are print and go centers, no prep required except providing a book for the response centers.
*NOTE* Some of these activities are the same each six weeks, but the students will create different versions of them. This helps the students understand what activity they are doing and get into a routine with centers.
This is certainly a large purchase but includes 1000+ pages of resources to use during the year!
Please e-mail me with any questions you have prior to making this purchase! Hillary3986@gmail.com