Kaylee Dillon 10/22/2013

Eastbrook Elementary School 2

nd
Grade
Turtles Race with Beaver: r-controlled er, -ir, and ur words

Instructional Objectives/ Student Outcomes
After this lesson, students will be able to:
Ask and answer questions pertaining to Turtles Race with Beaver such as who, what,
where, when, why, and how to demonstrate their understanding of the text.
Know and apply er, ir, ur phonic skills
Read Turtles Race with Beaver fluently and accurately.


WV CSOs

ELA.2.R.C1.1
Ask and answer key ideas such questions as who, what, where, when, why and how to
demonstrate understanding of key details in literary text. (CCSS RL.2.1)
ELA.2.R.C7.1
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.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
ELA.2.R.C8.1
Read with sufficient 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.
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
ELA.2SL.C14.3
Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. * (CCSS SL.2.6


National Standards
1.0 Development, Learning, and Motivation
3.4 Active engagement in learning
3.5 Communication to foster collaboration
4.0 Assessment


Management Framework
Overall Time- 2 combined 50 minute lessons
Time Frame- 5 min. teacher intro and demonstration
45 min. literacy centers
5 min. regroup for assessment and closure
Strategies
Teacher modeling/demonstration
Teacher/student led discussion
Independent/group practice
Cooperative group
Differentiated Instruction


Learning Differences: For students who are struggling
to complete the lesson, I will aid them by having them
by helping them read, or spell words they are trying to
say.
Sensory Differences: I will allow extra time and
individualized instruction for students with sensory
differences.
Attention Differences: I will construct the lesson with
steps that will be taken one at a time. The lesson will
move quickly from one activity to another to keep
interest.
Behavioral Differences: I will give reinforcement
during the lesson regarding correct behavior and
structure.
Motivational Differences: I will create the lesson using
various motivational strategies, reaching students
with motivational differences.
Ability Differences: I will design the lesson so that
students with ability differences are able to participate
in the activity. Limiting sentences to be written.
Physical Differences: I will adapt the lesson format for
students with physical differences by adjusting the
lesson, so they may participate.
Cultural Differences: I will use examples from real-
world cultural situations when creating the lesson.
Communication Differences: Through use of the
visuals, I will aid students will communication
differences. I will assist students with questions or
unknown words throughout the lesson.
Enrichment: I will allow students who have completed
their work to help clean up the closure activity, and to
complete challenging worksheets for practice of
states of matter
Multiple Intelligence:
Verbal/ Linguistic
Spatial

Musical
Naturalistic

Interpersonal
Intrapersonal


Procedures
Tuesday:
Introduction/ Lesson Set
Have students choral read high fluency words: enough, above, ago, word, toward,
whole.
Pass out Sisters who Share Poem sheet. See attachments. Read poem to class.
Play the Sing Along CD 2x
Ask students the setting in story Turtle Race with Beaver.
Review Centers with Students

Center 1 Center 2 Center 3 Center 4 Center 5
Desk Work: Sisters
who Share close-
read
Table:
Cold Reads

Computers:
Brain Pop Jr.:
Freshwater Habitats
Listening/Read
Along Fluency and
Comprehension
Word Work: Once
Upon a Time Game
Vocabulary
Body & Transitions

Students will get into their groups and go around the room until every group has hit every
station. Each group will spend 9 minutes at each station.
1. Students will close read the Sisters who Share poem. They will highlight er, ir, and
ur words.
2. Students will do their cold reads at the back table with Mrs. Barnett.
3. Students will log onto Brain Pop Jr. and learn more about freshwater habitats.
4. Students will listen to their story for fluency and verbally answer questions for
comprehension before, during, and after the story.
a. Who is the author of the story? Illustrator?
b. Who are the main characters in the story?
c. What is the setting?
d. Why does Turtle bury herself in the mud?
e. How are Turtle and Beaver alike?
f. What happens before Beaver enters the water?
g. Is the story realistic, or fantasy?
5. Once Upon a Time Game: Have groups of students play a storytelling game using r-
controlled words with er, ir, and ur.
a. Place the cards facedown.
b. Children take turns picking a card and reading the word. After reading the
word aloud, the child provides a sentence using the word. The next child
chooses another card and continues the story idea from the previous
sentence.
Closure

Whole group: go over close read.
o Allow students to share the words they highlighted.

Thursday:
Introduction/ Lesson Set

Question of the day: What other things live in ponds?
Listen to The Secret Life of Ponds
Review high fluency words

Body/ Transition

Repeat Tuesdays lesson plan but make the following adjustments:
Replace desk work with vocabulary workbook pages
Replace listening to story with Readers Theater. See attachments


Center 1 Center 2 Center 3 Center 4 Center 5

Closure

Whole Group Venn diagram Activity:
Draw a Venn diagram on the board and explain that one circle will be for turtles, and
one for beavers and the intersecting circle will be the things the two animals have in
common. Tell the class that they will work together to complete it.
Have the students copy the diagram on their own paper. Call on an individual to
name something that is different about turtles and beavers. Write the word, phrase,
or sentence in the appropriate circle, and have the class repeat it.
Continue having individuals contribute to the diagram. Frequently reread the
answers.
Have students write a sentence at the bottom of their Venn diagram, answering the
question What is one way that turtles and beavers are alike? See attached Venn
diagram as a guide.

Assessments

Diagnostic
Review of high fluency words
Question of the day
Students answers of setting of story.
Formative
Observations of students during different centers
Summative:
Whole group/ small group comprehension questions pertaining to story
Sisters who Share close-read
Spelling workbook pages pertaining to r-controlled words
Vocabulary workbook pages
Venn diagram

Materials
Turtles Race with Beaver story and CD
Sisters who Share print out and Sing Along CD
Readers Theater
Spelling Workbooks
Computers/ internet access
Baggie of Once Upon a Time Cards
Paper/ Pencil
Desk Work:
Vocabulary
workbook pages
Table:
Cold Reads

Computers:
Brain Pop Jr.:
Freshwater Habitats
and spelling practice
Readers Theater
fluency
Word Work:
Once Upon a Time
Game
Vocabulary
Extended Activities


If Student Finished
Early
If students finish their desk work early, direct them to work on
Spelling workbook page 30: er, ir, and ur words.
If Lesson Finishes
Early
If lesson finishes early, direct students to work in spelling book.
If Technology Fails Sing along to the poem without CD
Have students take turns re-reading their story
Have printed info and books about ponds and habitats
available.

Post-Teaching

Reflections
Mrs. Barnett has her students to work in centers for the first part of the morning. During
these centers, the students go to (1) reading center for fluency, (2) computers to work with
spelling or math, (3) the back table to work with her one-on-one, (4) the word wall to
practice high-fluency words, and (5) to their desks to complete some type of individual
work. I think that this is a concept that I will use in my classroom one day. I think that it is
more beneficial for students to read aloud to a small group of students, rather than the
whole class. This helps to eliminate any problems that could occur, such nerves or someone
picking on another student.
Overall, I feel that this lesson when smoothly. It was the first time that I had run
literacy centers. I think that it successful. It really helped that they students were used to
this type of rotation. The students really enjoyed the Readers Theater. They stayed on task
at every station.











Sisters Who Share

Oh, my mother didnt like my
Sisters Do not disturb! sign.
She said sisters always share
And what is hers is also mine.


So I shared my furry bunny,
And Sis let me wear her shirt.
And we both shared in the cleaning
When our pup tracked in some dirt.


But when I got sick, my mom spoke up.
She sounded strict and firm.
She said, Share things with
your sister, Fern,
But do not share that germ!