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Overview

Grade: 2
Group Size: 5 students
Duration: 20 minutes per session
Focus: Small group reading instruction targeting well below grade level, ESL learners, and average students
Standards: Common Core State Standards (CCSS) aligned with Texas TEKS 2.9
CCSS Targets:

• CCSS.ELA-LITERACY.RF.2.4 – Read with sufficient accuracy and fluency to support comprehension
• CCSS.ELA-LITERACY.RF.2.3 – Know and apply grade-level phonics and word analysis skills
• CCSS.ELA-LITERACY.RI.2.1 – Ask and answer questions to demonstrate understanding of a text

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Day 1: Decoding & Fluency Practice

I Can Statement

I can read grade-level words with accuracy and fluency.

Success Criteria

• I can correctly sound out unknown words.
• I can read sentences smoothly without stopping too much.
• I can use pictures and context clues to help figure out unknown words.

Materials Needed

• Dyslexia-friendly decodable text (e.g., “Pat the Cat” with large fonts, sans serif, and ample spacing)
• Phonics flashcards (blends and digraphs focus)
• Stopwatch or timer
• Highlighters for tracking words

Instructional Model

I Do: (5 minutes)

• Model decoding multisyllabic words and sight words on the flashcards using think-aloud strategies (e.g., "I see ‘ch’ at the beginning, it sounds like /ch/ like in ‘chair’").
• Demonstrate fluent reading of a short paragraph, using finger tracking and expression.

We Do: (8 minutes)

• Together, decode words with phonics flashcards. Use sentence stems:
  • “The /ch/ in this word sounds like ______.” (Answer: chair)
  • “This word is ____, and it means ______.” (Use context clues).
• Read aloud the decodable passage chorally, emphasizing fluency and phrasing.
• Use highlighters to mark tricky words.

You Do: (7 minutes)

• Students read independently or in pairs the decodable text aloud while teacher offers gentle correction and encouragement.
• Use a timer to encourage fluency improvement without pressure.

Differentiation

• Below grade level & ESL: Provide additional phonics cards with images; scaffold with sentence stems and visuals.
• Average learners: Challenge with two-syllable words and phrasing cues in guided reading.
• Dyslexia-friendly: Use color overlays, larger text, and dyslexia-friendly fonts.
• Advanced learners: Read and discuss sentences containing sight words from the passage; create own sentences orally.

Extension

• Students draw a picture of one sentence from the text and label key words.

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Day 2: Vocabulary & Comprehension

I Can Statement

I can understand the meaning of new words and answer questions about a story.

Success Criteria

• I can define new words using pictures and sentences.
• I can answer ​who, what, where, when, and why questions about the story.
• I can use sentence stems to express my understanding.

Materials Needed

• Short story (dyslexia-friendly formatting) — sample text about animals or school life
• Vocabulary cards with images
• Comprehension question cards
• Graphic organizer (Who? What? Where? When? Why?)

Instructional Model

I Do: (5 minutes)

• Introduce 3 new vocabulary words with cards and pictures (e.g., brave, explore, curious).
• Model answering “who” and “what” questions using sentence stems: “The ___ is __.” (“The dog is brave.”)

We Do: (8 minutes)

• Read story aloud together with echo reading method.
• Discuss vocabulary in context. Ask comprehension questions; use sentence stems:
  • “Who is the main character?” (Answer: The boy.)
  • “What did he do?” (Answer: He explored the forest.)
• Fill out the graphic organizer as a group.

You Do: (7 minutes)

• Each student answers 2-3 comprehension questions orally or draws a picture showing part of the story and tells what it is.
• Use vocabulary words in new oral sentences.

Differentiation

• Below grade level & ESL: Use picture supports and sentence frames.
• Average learners: Encourage using longer answers with ‘because’ phrases.
• Dyslexia-friendly: Break questions into short phrases, use visual cues, and allow verbal answers.
• Advanced learners: Predict “What might happen next?” and explain orally.

Extension

• Create a short story or comic strip using the new vocabulary words.

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Day 3: Sentence Structure & Syntax

I Can Statement

I can write and say complete sentences using correct word order.

Success Criteria

• I can identify subjects and predicates in sentences.
• I can rearrange words to make sentences that make sense.
• I can use sentence stems to build my own sentences.

Materials Needed

• Sentence strips with jumbled word cards
• Whiteboard and markers
• Dyslexia-friendly lined paper

Instructional Model

I Do: (5 minutes)

• Show a sentence with scrambled words: “dog the runs fast.”
• Model rearranging to: “The dog runs fast.” Explain subject and predicate.

We Do: (8 minutes)

• In pairs, unscramble 3 sentences, using sentence stems:
  • “The ______ (subject) is ______ (predicate).”
  • “My sentence says ______.”
• Write final sentences on whiteboard and read aloud.

You Do: (7 minutes)

• Students create 2 original sentences using a word bank provided.
• Share with teacher or group orally or in writing.

Differentiation

• Below grade level & ESL: Use picture prompts and oral sentence building.
• Average learners: Practice with more complex sentences including adjectives.
• Dyslexia-friendly: Provide sentence strips with color-coding for subjects and predicates.
• Advanced learners: Introduce conjunctions (and, but, because) to join sentences.

Extension

• Write a short paragraph using at least 3 sentences created during the activity.

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Day 4: Reading Comprehension & Fluency Assessment

I Can Statement

I can read a passage fluently and answer questions to show I understand.

Success Criteria

• I can read aloud with expression and accuracy.
• I can answer questions about key details in the text.
• I can use sentence stems to explain my answers.

Materials Needed

• Short passage with dyslexia-friendly fonts and markings for phrasing
• Comprehension questions with answer choices (oral or picture options)
• Stopwatch or timer

Instructional Model

I Do: (4 minutes)

• Model fluent reading of the passage with expression and pausing at punctuation.
• Model answering questions with sentence stems (e.g., “The story is about…”).

We Do: (7 minutes)

• Read passage chorally, pointing to words.
• Discuss comprehension questions as a group, using sentence stems:
  • “The main idea is ______.”
  • “I know this because ____.”

You Do: (9 minutes)

• Students read passage independently aloud.
• Answer comprehension questions verbally or choose pictures to demonstrate understanding.
• Teacher provides immediate feedback.

Differentiation

• Below grade level & ESL: Provide sentence starters and picture answer choices.
• Average learners: Encourage detailed answers with ‘because’ explanations.
• Dyslexia-friendly: Use overlays, read text aloud if needed, allow whispered reading.
• Advanced learners: Summarize passage in own words and answer inferential questions.

Extension

• Students draw a comic about the passage or retell the story in their own words.

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Sentence Stems Examples for Guided Practice

Stem	Example Answer
The _____ is ______.	The cat is soft.
This word means __________.	This word means happy.
I think the character feels ______.	I think the character feels sad.
The story is about ________.	The story is about horses.
I know this because ________.	I know this because it says so.

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Additional Notes

• Keep instruction highly interactive and multisensory.
• Provide frequent positive reinforcement and celebrate every small success.
• Use visuals, manipulatives, and oral practice to support language acquisition and fluency.
• Monitor progress carefully to adjust scaffolding and challenge.

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This 4-day plan combines decoding, vocabulary, sentence structure, and comprehension with a strong scaffolding model ("I do", "We do", "You do") and targeted differentiation to meet diverse learner needs while staying aligned to Common Core and Texas TEKS 2.9 standards for 2nd grade reading.