Courtney Crawford

ELD 307
October 26, 2014
Word Center Lesson Plan

Subject/ Topic: Second Grade Work on Words Center

Rationale: Part of a unit on identifying sound patterns in word endings and practicing spelling
patterns
Standards:
RF.2.3 Phonics and Word Recognition: Know and apply grade-level phonics and work analysis
skills in decoding words. d. Decode words with common prefixes and suffixes. e. Identify words
with inconsistent but common spelling-sound correspondences.

Objectives: SWBAT listen and identify the three patterns that -ed makes in words and begin to
recognize the spelling patterns.
Materials: Koala Bear ed ending word sort worksheet, Mrs. Wallings Word Sorting Cards,
Spelling Pattern Ed guide
Procedures
Engagement/ Anticipatory Set:
Place three of the cards with the different endings in front of the students from Mrs.
Wallings ed ending word sorting card worksheet and ask students what they have in
common. Prompt them to look at the beginning, middle, or ending of the word. Once
students identify that all three words have ed at the end, ask them to say the words
aloud. Instruct them to listen to the ending of the word carefully as each student in the
group says each word taking turns.
Mentor- teach and model:
Demonstrate to the students that although the words all end in ed, the endings of each
three patterns are pronounced differently. Place the example sheet in front of the students
from the Koala word sort with the different sound ending patterns for ed. Have each
student says the sentences with me on the worksheet, ex: I walked to school, etc. Help
them to listen to the ending of the words and identify that some ed words sound like t, d,
or id. Just because they all end in ed, doesnt mean they sound the same or follow the
same spelling pattern. Hand each student an ed spelling pattern guide to follow when
deciding how to spell ed in their words and read through it together. Read through the
remainder of the words on Mrs. Wallings worksheet together, pronouncing the ending
clearly. After we read each word as a group, we will decided which ending it follows.

Guided Practice:
Now we are going to go through some words together and identify which ending pattern
they belong to. Place the ed ending chart in the middle of the students so we can place
them together in the correct column. With one card at a time, have a student take a card,
say the word aloud individually, say the word aloud as a group, and have the student
decide which ending pattern it should go under. Students can work together
collaboratively if they disagree with the decision the student has made to place the card
under the correct ending.
Independent Application:
Give each student their own ed ending chart. Instruct students to pick two words from
each pattern and fill in their chart with those words. Then pick two words from Mrs.
Wallings worksheet for each ending and fill in the chart with those words. Now think of
two words for each example on your own.
Closure: As you practice these words in the next two weeks, use your spelling chart as a
guide for adding ed to the end of your words. Then as you identify words with ed
endings, add them to your chart under the correct ending pattern. Make sure to say the
ending clearly so you can hear which pattern it is making.
Assessment: The assessment will take place by students saying the words aloud and being able to
identify which ending pattern it is making. By using their listening and categorization skills, they
will be able to place the word under the correct ending pattern on the chart.
Differentiation: If students are having difficulty identifying the ending patterns, say the words
with them together and annunciate the ending.