Lesson Plan - Wikispacesspringelementaryed.wikispaces.com/file/view/2nd+grade… · Web viewLesson Plan. Lesson Description ... let’s trace and say each letter on the word card

Lesson Planning Overview

Teachers: Ashley Johnston, Heather Minnick, Silvia Lopez___________

Grade: _Second Grade______________

Below Level On Level Above LevelSounds Focus & Words to be Used

Short /o/ sound: “call,” “ball”, and “mama”

Short /o/ sound: “call,” “small” and “llama”

Short /o/ sound: “call,” “pajama,” and “want”

Phonemic Awareness Instructional Skill/Strategy

Listening for the short /o/ sound.



Phonics Instructional Skill/Strategy

Irregularly spelled words: Short /o/ sound, spelled with an “a.”



Fluency Skill/Strategy

Teacher will model proper fluency while reading the story.

New Vocabulary will be introduced.





Vocabulary Words WorryShout

PoutMoan

WhimperFret

Comprehension Focus

Identifying cause and effect in the story.

EX: Baby Llama feels alone. He feels alone because he is the only one in his dark bedroom.

Finding and making text to self-connections.

EX: Have you ever pouted, shouted, or hollered to get someone’s attention?

Identifying applications of the story in a different setting.

EX: How would you feel if you needed or wanted someone and they didn’t come to you?

Lesson Plan

Lesson Description (brief summary of lesson goals):

This lesson will teach students about the variant /o/ sound. The teacher will model reading Llama Llama Red Pajama with fluency and prosody. The students will learn new vocabulary from the story and will answer comprehension questions throughout the story.

Duration (total length of the lesson):

40 minutes

Standards (write the complete standard(s) and highlight the part that is addressed in instruction and that evidence collected) LA.2.1.4.4: “The student will identify irregularly spelled words (e.g., laugh) and words with special vowel spellings (e.g., bread).”LA.2.1.6.1: “The student will use new vocabulary that is introduced and taught directly” LA.2.2.2.2:”The student will use explicitly stated information to answer a question” LA.2.5.1.1: “The student will demonstrate legible printing skills.”Objectives:

The student will be able to recognize the variant /o/ sound in words spelled with an “a,” such as “llama,” “pajama,” “mama,” and “call.” (Phonemic Awareness and Phonics).

The student will be able to make predictions based on the story Llama Llama Red Pajama. (Comprehension).

The student will demonstrate knowledge of new vocabulary, such as “fret,” “moan,” and “pout” by answering questions throughout the reading. (Vocabulary).

The student will be able to write a sentence using a word with the variant /o/ sound.

Assessment/Evidence (this should be a brief description of the exact evidence to be collected such as checklist, rubric, anecdotal notes, paper/pencil, etc.

Notes based on recognition of words with the variant /o/.

Notes based on observations during making words and sharing sentences. Notes based on comprehension questions asked during the reading.

Written sentence containing variant /o/ sound spelled with “a”.

Materials:

Book, “Llama Llama Red Pajama” by Anna Dewdney

Cards with vocabulary words

Note cards for word wall

Pencils

Paper

Assessment sheets to record results

Phonics: “Fading Letter Cues” worksheets for different days.

Vocabulary (what are the vocabulary words, in particular, tier two words, that are critical to the lesson content?):

Low Level:

Worry: to feel anxious about something

Shout: to speak in a loud voice

Intermediate Level:

Pout: to make a sad face

Moan: to make a loud, low noise when not happy

High Level:

Whimpers: to cry in low, broken sounds

Fret: to feel worried about something

Procedures

Before (recall prior knowledge, gain attention, set purpose):

1. Today we are going to be looking at special words that make the short /o/ sound but are spelled with the letter “a”. We are going to read a story that uses a lot of these words. Before we read this story, we are going to learn more about these special words.During (model, teach new vocabulary/sounds/ etc., strategies, etc.; provide for guided and independent practice):

Phonemic Awareness/Phonics:

1. Ask students to listen for and repeat the common vowel sound in the following words, “ball,” “call,” and “mama.” Emphasize the variant /o/ sound.

2. Discuss the letter-sound correspondence in these words and explain how sometimes a word might have an “a” in it, but makes the short /o/ sound. Call these “special /o/’s.”

3. Introduce the book Llama Llama Red Pajama and ask the students if they see any words in the title that has the “special /o/” sound.

4. Set the purpose by telling students to look for other “special /o/” words like these throughout the story. Give students a signal such as raising their pencils each time they hear one.

5. Read the story to students.

6. When finished reading, review some words with the “special /o/” sound. (follow attached Phonics planning guide).

Comprehension/Fluency/Vocabulary:

While reading the story, pause frequently to ask comprehension and prediction questions.

-Proper fluency will be modeled to students as the teacher reads the story.

-Vocabulary will be discussed when the word is introduced in the text. The teacher will pause to discuss the word and give its definition.

After (how will you revisit the objectives and wrap up the lesson, how were student(s) assessed to determine if the students mastered the objectives/content of the lesson):

1. Give each student a piece of paper and ask them to think of a “special /o/” word that they learned. Students may look at the word wall should they need help coming up with a word.

2. Then, have the students write down their “special /o/” word on the top of the paper they were given.

3. Next, have the students write a sentence including the “special /o/” word they chose.

4. Once all of the students have finished writing their sentences, ask the students if anyone would like to share their sentence with the class.

5. While the students are sharing their sentences write each “special /o/” word they used on the board.

6. Collect the student’s sentences when finished sharing.

Evaluation (what evidence do you have?):

During the lesson the teacher will take notes for each student to assess their understanding and ability to identify words with the short /o/ sound.

During the section of the lesson where students raise their pencil when they hear a “special /o/” word, the instructor should pay careful attention to help differentiate whether students actually identified the sound themselves or simply followed their classmates.

After the lesson the teacher will gather the sentences the students wrote and then will assess them individually, looking for use of words with the “special short /o/” sound.

PHONICS PLANNING GUIDE

Key: Bold= Students say Italics= Teacher does “Quotations”= Teacher says

TEACHER EXPLAINS TASK:“We are going to read and write irregularly spelled words that have the ‘special /o/’ sound we learned earlier.”

TEACHER MODELS TASK:Display the word card “call”.

“Alright, students, listen and watch.”

Point to the word as you read it aloud.

“This is the word “call.” “Call” is an irregular word because some of the letters do not make their usual sounds. As we have already discussed, the /o/ sound in “call” is spelled with an “a.” We need to practice spelling this word so we can memorize the correct spelling.”

Move your finger under each letter as you spell the word. Then read the word.

“c” “a” “l” “l” “call”

Now I will trace and say each letter name on the word card “call.”

“c” “a” “l” “l”

“Now I will read the word.”

“call”

“I read and spelled the word “call.”

TEACHER & STUENTS PRACTICE TASK TOGETHER

Distribute “call” word cards to each student.

“Listen and watch.”

Point to the word as you read it aloud.

“This is the word ‘call.’ It is an irregular word with a ‘special /o/’ sound spelled with an ‘a’. Let’s read the word ‘call.’”

“call”

“Let’s spell and read the word.”

“c” “a” “l” “l” “call”

“Now, let’s trace and say each letter on the word card.”

“c” “a” “l” “l”

“Now, let’s read the word again.”

“call”

Distribute “Fading Letter Cues” worksheet and a pencil to each student and teacher.

“Let’s see if we can remember the letters in the word, ‘call’.”

“Let’s read the word on the first line.”

“call”

“Look at the second line. Let’s write the missing letter in ‘call’.”

(The missing letter is “a”).


“c” “a” “l” “l” “call”

“Look at the third line. Let’s write the missing letters in ‘call’.”

(The missing letters are “al”).


“c” “a” “l” “l” “call”

“Let’s look at the fourth line. Let’s write the missing letters in ‘call’.”

(The missing letters are “all”).


“c” “a” “l” “l” “call”

“Look at the fifth line. Write the missing letters in “call.”

(The missing letters are “call”).

“Spell and read the word.”

“c” “a” “l” “l” “call”

“Look at the last solid line. Write ‘call’.”

Write “call.”

“Spell and read the word.”

“c” “a” “l” “l” “call”

“Yes, you read and wrote the word “call.”

Repeat entire instructional routine with additional irregularly spelled words with the “special /o/” sound (e.g. “mama,” “ball,” “llama,” “small,” “want,” “pajama,”)

INDEPENDENT PRACTICE

Give students “Fading Letter Cues” worksheet for different words.

Lower: Students will fill out worksheets for the words: “mama” and “ball.”

Middle: Students will fill out worksheets for the words: “llama” and “small.”

Higher: Students will fill out worksheets for the words: “pajama” and “want.”

SCAFFOLDING SUGGESTION FOR ERRORS

Verify that students are saying the correct pronunciation of word and are writing the correct letters. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity.

ADDITIONAL PRACTICE

FCRR Second and Third Grade Student Center Activity P.009 with “special /o/” words.

Lesson Plan: Low Level

Tier 2 Words

1. Look at the Robust Vocabulary for your lesson.2. Look at the large group activities for Robust Vocabulary.3. Look in your Leveled Reader and list the words that are/aren’t used:

a. Words Used: ____Worry, Shout__________________________________b. Words not in reader: ________Pout, Fret________________________

4. Identify pages where there are synonyms for the words not used:a. Vocab Word____worry_______ p. ____8___ Synonym_ uneasy b. Vocab Word____shout_____ p. _____14______ Synonym____yell____

5. Complete the following areas addressing teaching Robust Vocabulary in Small Group with Leveled Reader:

Teacher Introduction of Activity (what will you say to introduce what going to do)

“Today we will be reading a story that has many special words that are used when we are upset. I want you to listen for words that are used to show emotion.”

Before Reading: (complete template on next page)

The teacher will show students pictures of people depicting the emotion of each word. The word will be written beneath each picture. The teacher will also demonstrate each word when giving the definition.

During (how are you going to highlight words, discuss during reading? Especially where can use word in place of one in story)

During the reading we will stop and ask the students to look at the pictures to see if they can figure out what the word could be talking about. Once the word is identified, the students will be asked to show the emotion from the picture shown prior to reading. This can be done on page 8 and 14.

After (what are you going to do after reading to review words)

After the reading we will have students work in pairs to discuss times when they would need to shout or times when they would be worried about something.

Scaffolding (how are you going to scaffold instruction)

Students will be given the pictures of people shouting and pictures of people worrying. They will work in pairs to describe why the people are shouting or worrying based off the pictures.

Teaching Tier 2 Words

Select two of the words and complete the following (if there are words not in the passage, select at least one of those).

WORD 1. 1. Student Friendly Definition (everyday language)2. Student Friendly explanation and sentence (in sentence, try to

include something, someone or description to explain)3. Write two sentences: an example and non-example for the word4. What is one question that you could ask that would require deep

processing of the word.

Worry 1. To be scared about not knowing what will happen.2. When you don’t know where your toy has gone, you worry you

will not find it.3. Example: The little girl was worried because she lost her favorite

stuffed animal.Non-example: When you are playing with your toys, you are not worried about them.

4. Can you think of something you have been worried about?




Shout 1. To speak in a loud voice.2. When outside, the boy shouts to make sure everyone can hear

him.3. Example: The boy shouted to his friend who was at the other

end of the field.Non-example: When two people are in the same room they speak in quiet voices, they do not shout.

4. When would be a time when you would need to shout to be heard?

Lesson Plan: Intermediate Level

Tier 2 Words


a. Words Used: ____Pout, Moan__________________________________b. Words not in reader: ________Worry, Cry________________________

9. Identify pages where there are synonyms for the words not used:a. Vocab Word____Pout_______ p. ___10___ Synonym_ frown b. Vocab Word____moan_____ p. _____14_____ Synonym____whine____







During the reading we will stop and ask the students to think of other words that could be used instead of the vocabulary word. The teacher will give students time to think, and will take a few suggestions for other words. The teacher will also discuss the synonyms frown and whine if not given by students. This can be done on pages 10 and 14.


After the reading we will have students work in pairs to create examples of when someone would moan and when someone would pout. The pairs will then share each example with the class and the class will decide which word it is describing.


Each pair will be given a different situation where someone would either be pouting or moaning and the pair will be asked to decide which, and then put it under the correct word on the board.






Moan 1. To make a loud, low noise when not happy.2. When you are very upset and want people to know one may

moan3. Example: The child moaned when she did not get the attention

she wanted.Non-example: When you are playing a game with someone and you are winning, you do not moan.

4. What are some different times one might moan?




Pout 1. To make a sad face.2. When a person is very sad, they often pout and make faces to

show they are sad.3. Example: My sister pouted when she lost her favorite baby doll.

Non-example: When someone wins a race, they would be happy and would not pout.

4. What is a reason you may pout?

Lesson Plan: High Level

Tier 2 Words


a. Words Used: ____Whimper, Fret_________________b. Words not in reader: ________Moan, Worry________________________

8. Identify pages where there are synonyms for the words not used:a. Vocab Word____whimper_______ p. ___9___ Synonym_ cry b. Vocab Word____fret_____ p. _____8______ Synonym____worry____







During the reading the students will be asked to come up with synonyms for the vocabulary words. The teacher will write the words on the board and the words will be replaced on each page to see if the synonym makes sense in the passage.


After the reading the students will work individually to come up with sentences that use the vocabulary words as well as synonyms for the words. Once they come up with sentences they will work in pairs to confirm their sentences and choose two they feel are the best representation of the two words.


The students will then be asked to share their sentences with other pairs and will be asked to justify the synonyms and sentences they have chosen.






Whimper 1. To cry in low, broken sounds.2. When very upset people may whimper because they are sad.3. Example: The mother whimpers when her son leaves for college.

Non-example: When you break your arm, you cry a lot, you do not whimper.

4. Are there any other animals that whimper?




Fret 1. To worry about something2. When a lady loses her car keys she may fret about how she is

going to pick up the pizza on time.3. Example: The father frets when his children do not come home

on time.Non-example: When a boy is waiting to open gifts on Christmas, he may be excited, but he does not fret.

4. What are some things that may make someone fret?

Comprehension Planning Sheet:

Below are comprehension questions to help the teacher assess the students understanding of the book. There are many questions and the teacher can pick and choose which questions he or she would like to ask the students depending on their level of understanding.

Questions:

Llama Llama Red Pajama by Anna Dewdney

Pg. Question Answer Type (Blooms/level) or QAR (right there, think & search, own my own, author & me)

Cover Looking at the cover, what do you think this book is going to be about?

Answers will vary. Should be along the lines of: a llama who is going to bed or a llama who is wearing red pajamas.

Synthesis

Pg. 1 Who is the main character of the book?

The baby llama. Comprehension

Pg. 1 Do you read bedtime stories with someone before you go to bed?

Answers will vary.

The answers must be relevant.

Application

Pg. 2 Looking at Baby Llama’s face, what kind of emotion do you think he is feeling?

Answers will vary. The answers should be along the line of lonely or sad.

Analysis

Pg. 3 How does Baby Llama feel? Baby Llama feels alone.

Analysis

Pg. 3 Why do you think he feels alone?

He feels alone because he is the only one in his dark bedroom.

Synthesis

Pg. 6 What does Baby Llama do while he is waiting for his mother?

Baby Llama hums a tune.

Knowledge

Pg. 8 What does Baby Llama do when Mama Llama still hasn’t come up to his room?

Baby Llama starts to fret.

Knowledge

Pg. 8 What does the word fret mean?

Fret means to feel worried about something.

Comprehension

Pg. 10 What do you think Mama Llama is going to do after she hears the phone ring?

She is going to talk on the phone and not go up to Baby Llama’s room.

Application

Pg. 14 What does Baby Llama do to try to get his mother’s attention?

Baby Llama hollers, stomps, pouts, jumps, and shouts.

Knowledge

Pg. 14 Have you ever pouted, shouted, or hollered to get someone’s attention?

Answers will vary. The answers must be relevant.

Application

Pg. 15 How do you think Baby Llama is feeling? How can you tell?

Baby Llama is feeling scared because he is hiding under his covers.

Synthesis

Pg. 16 What do you think is going to happen next?

Answers will vary. The answer should be similar to: Mama Llama is going to come see why Baby Llama yelled for her to run.

Synthesis

Before reading Pg. 17

What did Baby Llama do to make Mama Llama run up the stairs?

Baby Llama wept and wailed “Mama Llama, RUN RUN RUN!”

Analysis

Pg. 18 What does Mama Llama tell Mama Llama tells Knowledge

Baby Llama he needs to be? Baby Llama that he needs to become patient.

Pg. 20 How does Mama Llama calm down Baby Llama?

Mama Llama tells Baby Llama, “she is always near, even if she’s not right here.”

Knowledge

After Reading the Book (ARB)

How would you feel if you needed or wanted someone and they didn’t come to you?

Answers will vary.

The answers must be relevant.

(EX: I would feel scared and lonely.)

Evaluation

ARB Could this situation happen someplace other than your home?

Answers will vary. (EX: Yes, I could need or want my mom when I am at school.)

Application

Comprehension Focus for week:

Finding and making text to self connections

Identify and recall the sequence of events in the story

Identifying cause and effect in the story

Identifying applications of the story in a different setting

Graphic organizer you could use with the story: (See attached)

Documents

Lesson Plan - Wikispacesspringelementaryed.wikispaces.com/file/view/2nd+grade… · Web viewLesson Plan. Lesson Description ... let’s trace and say each letter on the word card