Daily 5 Rounds:

Essential Questions:
What did I just read?
How do we read using proper inflection to match the utilized punctuation?
Enduring Understandings:
Learning to comprehend while reading
Learning to read with proper intonation
Standards:
PA Core Curriculum English and Language Arts:
1.1. Foundational Skills:
- CC.1.1.2.D: Know and apply grade level phonics and word analysis skills in
decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable
words.
Decode two-syllable words with long vowels and words with common prefixes
and suffixes.
Read grade level high-frequency sight words and words with inconsistent but
common spelling-sound correspondences.
Read grade-appropriate irregularly spelled words.
- -CC.1.1.2.E: Read with accuracy and fluency to support comprehension:
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
1.2. Reading Informational Text:
- CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus
of specific paragraphs within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
- CC.1.2.2.F: Determine the meaning of words and phrases as they are used in
grade level text including multiple-meaning words.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a
text.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning
word and phrases based on grade level reading and content, choosing from a
range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary non-fiction and informational text on
grade level, reading independently and proficiently.
1.3 Reading Literature:
- CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
- CC.1.3.2.E: Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action.
- CC.1.3.2.G: Use information from illustrations and words, in print or digital text,
to demonstrate understanding of characters, setting, or plot.

CC.1.3.2.I: Determine or clarify the meaning of unknown and multiple-meaning

word and phrases based on grade level reading and content, choosing from a
range of strategies and tools.
1.5. Speaking and Listening
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in
small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
- CC.1.5.2.C: 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.
- CC.1.5.2.D: Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
- CC.1.5.2.E: Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when
speaking based on grade 2 level and content.
Group 1: (Abbey, Eric, Ariana F.)
Monday:
Topical Questions:
Is this book fiction or non fiction? How do we know?
What does the picture on the cover tell us it will be about?
(Comprehension questions in the back)
Topical Understandings:
Definition of fiction and non fiction
The book vocabulary words for the week
How to read pictures
Procedure:
Orange leveled reading books
Look through and picture read- show them the other ways to read so when they
struggle they still feel agency and confidence and comprehension
Read out loud together
o Stop periodically to go over the new grammar terms and see how accurate
our prior picture read was, were we right in our assumptions?
Answer the comprehension questions in the back of the text
Read individually using whisper phones allowing me to listen to specific children
and hear everyone read on their own as well
Read together to me
Tuesday:
Topical Questions:
What sound does the long/short vowel make?
How do we know?
What tricks can we use when reading to sound them out?
Topical Understandings:
What vowels make long/ short sounds and when

How we read them when they are put into a word

Stretching and sounding out words
Procedure:
Ask what each vowel sounds like when short
Pass out the miniature short and vowel sound posters
Read through the list (repeat after me), using the pictures above the words as a
guide to read them
Sound each one out together, using stretching out of words
Have them reread going around in a circle each reading a word
Wednesday:
Topical Questions:
Where are there chunks in words?
How does this strategy help better read the word, thus become more fluent with the text?
Topical Understandings:
How to chunk words
How chunking helps to read words more fluently, thus comprehend the text better
Procedure:
Orange leveled reading books
Reread the story altogether
o Stop at the end of every chapter to practice chunking the prior phrases
Have them read it aloud to me in order to try reading again using what we just
learned about the specific words after the chunking activity
Thursday:
Topical Questions:
Using the fluency technique, are we more comfortable reading aloud?
How does punctuation affect intonation?
Topical Understandings:
Moving more easily through the words because of chunking practice Wednesday
Sounds of words and how to use punctuation to aid the delivery
Procedure:
Orange leveled reading books
Reread the story altogether
Read again, have them each read a sentence and go around the circle
Friday:
Topical Questions:
How does picture reading help us understand a story?
Using the pictures, what genre is the book?
What slice of PIE (persuade, inform, entertain) is this book based on the genre?
Topical Understandings:
Picture reading is another form of reading a book
Definition and purpose of nonfiction and fiction books
Understanding the meaning and usage of PIE
Procedure:
Choice book picture reading
Have each student bring over their book basket and select their favorite book
Go around the circle each taking a turn to explain the type of genre, and PIE

I will hold up each one at a time and we will picture read all three together
(If time, we will read them after to see how close our picture read was)

Group 2: (Kadlier, Lillian, Gage, Arianna G.)

Monday:
Topical Questions:
Is this book fiction or non fiction? How do we know?
What does the picture on the cover tell us it will be about?
(Comprehension questions in the back)
Topical Understandings:
Definition of fiction and non fiction
The book vocabulary words for the week
How to read pictures
Procedure:
Orange leveled reading books
Look through and picture read, what genre do we think and why?- not as in depth
as group 1 because they are more fluent readers, but still a good skill for this level
to have
Read out loud together
o Stop periodically to go over the new grammar terms and see how accurate
our prior picture read was, were we right in our assumptions?
Answer the comprehension questions in the back of the text
Read individually using whisper phones allowing me to listen to specific children
and hear everyone read on their own as well
Read together to me
Tuesday:
Topical Questions:
What is the reading about?
Who are the characters?
What happens in the beginning, middle and end? (aka plot)
What is the setting in the story?
Topical Understanding:
How to comprehend while reading, both comprehension and word sounds
How to figure out the setting, plot and characters
Gaining comfort with reading aloud a text
Procedure:
Fluency reading passages from the super teacher website
I will pass them out one to everyone
We will read aloud together first and/ or I will read a sentence and they will repeat
it back (depends on the passage length)
They will use their whisper phones to read individually
At this point I will ask them for specific passage questions to make sure they
grasp understanding of what they just read
Read aloud to me in order to increase fluency with this passage
Wednesday:
Topical Questions:

What happened in the story?

Can we identify what happened in each part? (BME)
What was the characters, plot and setting?
Topical Understandings:
The more we reread the better we can read it and thus better understand
Using and applying the idea of BME
Clarity on how we figure out characters and setting
Procedure:
Orange leveled readers
Have them read the leveled reading book to me
We will then answer the questions in the back again
We will fill out a worksheet together to list the characters
Another for the setting
A third for the plot
Thursday:
Topical Questions:
What happened in the story?
Can we identify what happened in each part? (BME)
What was the characters, plot and setting?
Topical Understandings:
The more we reread the better we can read it and thus better understand
Using and applying the idea of BME
Clarity on how we figure out characters and setting
Procedure:
Super Teacher Fluency reads
Have them read the worksheet story to me
We will then answer the questions on the back again
We will fill out a worksheet together to list the characters
Another for the setting
A third for the plot
Friday:
Topical Questions:
Where are there chunks in words?
How does this strategy help better read the word, thus become more fluent with the text?
How does this differ, if at all, from sounding out words?
Topical Understandings:
How to chunk words
How chunking helps to read words more fluently, thus comprehend the text better
How to chunk and sound out and adapt a method to their reading
Procedure:
Orange leveled reading books
Reread the story altogether
o Stop at the end of every chapter to practice sounding out words, then use
chunking to explore the differences between the two techniques
o Have them do chunking and sounding out alone for the last chapter to
assess understanding

o Have them read it aloud to me in order to try reading again using what we
just learned about the specific words after the chunking activity
Group 3: (Mia, Aaron, Carli, MaKenzie, Eliana)
Monday:
Topical Questions:
Is this book fiction or non fiction? How do we know?
What does the picture on the cover tell us it will be about?
(Comprehension questions in the back)
Topical Understandings:
Definition of fiction and non fiction
The book vocabulary words for the week
Procedure:
Blue leveled reading books
Look at the cover photo and discuss the type of genre book it is and why
Read out loud together
o Stop periodically to go over the new grammar terms and see how accurate
our prior picture read was, were we right in our assumptions?
Answer the comprehension questions in the back of the text
Read individually using whisper phones allowing me to listen to specific children
and hear everyone read on their own as well
Read together to me
Tuesday:
Topical Questions:
Is this book fiction or non fiction? How do we know?
What does the picture on the cover tell us it will be about?
Does rereading help us to better understand and comprehend what happened?
(Comprehension questions in the back)
Topical Understandings:
Definition of fiction and non fiction
The book vocabulary words for the week
Increase comprehension and fluency by reading the text more than once
Procedure:
Blue leveled reading books (Reread)
Look at the cover photo and discuss the type of genre book it is and why
Read out loud together
o Stop periodically to go over the new grammar terms and see how accurate
our prior picture read was, were we right in our assumptions?
Answer the comprehension questions in the back of the text
Read individually using whisper phones allowing me to listen to specific children
and hear everyone read on their own as well
Read together to me
Wednesday:
Topical Questions:
What is the reading about?
Who are the characters?

What happens in the beginning, middle and end? (aka plot)

What is the setting in the story?
Topical Understanding:
How to comprehend while reading, both comprehension and word sounds
How to figure out the setting, plot and characters
Gaining comfort with reading aloud a text
Procedure:
Fluency reading passages from the super teacher website
I will pass them out one to everyone
We will read aloud together first and/ or I will read a sentence and they will repeat
it back (depends on the passage length)
They will use their whisper phones to read individually
At this point I will ask them for specific passage questions to make sure they
grasp understanding of what they just read
Read aloud to me in order to increase fluency with this passage
Thursday:
Topical Questions:
What is the reading about?
Who are the characters?
What happens in the beginning, middle and end? (aka plot)
What is the setting in the story?
Topical Understanding:
How to comprehend while reading, both comprehension and word sounds
How to figure out the setting, plot and characters
Gaining comfort with reading aloud a text
Understanding the more you read the more you understand
Procedure:
Have them first read the leveled readers to me
We will then answer the questions on the back again
We will fill out a worksheet together to list the characters
Another for the setting
A third for the plot
Repeat this process for the Super Teacher worksheet story
Friday:
Topical Questions:
How many questions can you read from this book in a minute? Is it too hard/ easy?
How do we use punctuation to enhance the sound of a story?
What happened in the story? Characters? Setting? Plot (BME)?
Topical Understandings:
How to pick a good fit book
Using punctuation to give emotion to words
What are the characters, setting and plot of a story?
Procedure:
Have each student pick a book from their book basket
Have each read for a minute with me while others use whisper phone, I will tally WPM
Also note expression as they go

If time at the end ask them to go around and share what happened in each of their books
-To check comprehension