Lesson #2

Word Wall Words

Date

Dec 1, 2014

Subject/Grade
Level

Language Arts/ Grade 2

Time
Duration

60 minutes

Unit

Spelling

Teacher

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

4.1 Enhance and Improve

4.2 Attend to Conventions
Expand knowledge of language:
Use knowledge of word patterns, word combinations and parts of words to learn
new words
Attend to Spelling:
Use phonic knowledge and skills and visual memory to spell words of more than
one syllable, high frequency irregular words and regular plurals in own writing
Use phonic knowledge and skills and visual memory to attempt spelling of
unfamiliar words in own writing
Use the conventional spelling of common words necessary for the efficient
communications of ideas in writing

LEARNING OBJECTIVES
Students will:
1. Learn the eight new word wall words
2. Think of words with similar endings to the word wall words
3. Do body spelling with the new words
4. Record their new words three times in their work books and write a sentence with each word

ASSESSMENTS
Observations:

Key Questions:

Products/Performance
s:

Do the students understand the word wall words?

Do the students know how to spell the word wall words?
Can the students think of words with similar endings as the new word wall
words?
What words have similar endings to this weeks word wall words?
How do you spell each word wall word?
Can you use each word wall word in a sentence?
Each student will record the word wall words three times in their journals
and write a sentence using each word wall word

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Smart board

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour

Ensure that the smart board is aligned

Introduction
With a smart board power point, introduce the eight word wall words of
the week. The words are, she, come, then, than, name, same, put, gym.
Ask the students if they recognize any of the word wall words? Can you
use them in a sentence?
Students will pay attention at the carpet area and will raise their hand if
they have something to say. If students are misbehaving, give them the
option to find a new spot or sit at the front next to you. If they still

Time
30
min

Advance
Organizer/Agenda
Transition to Body
Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To Students

cannot behave In the new spot, they must come sit next to you.
Write on the board 1. Write words three times 2. Write a sentence for
each word (Use a different color for each step)
Body
With the smart board power point, continue to go over the word wall
words. First, have the students try to think of words that have similar
endings to each of the word wall words. Record them on the smart
board.
With each word wall word, say the word, spell it out, and have students
brainstorm what other words have similar endings. Write these words
on the smart board. Ask for an example of the word in a sentence and
write that up on the smart board. Then, go to the next slide with the
refrigerator magnets. Pull popsicle sticks and have those students come
up and spell the word. If they struggle with spelling, have them pick a
friend to help them spell it. After it is spelt, have the students spell the
word with their body. Repeat this for each word.
Refer back to the examples students gave in the introduction.
If students struggle with spelling, go over the refrigerator activity again.
If students are struggling with making sentences focus on that.
After this activity, have students return to their desk, and have helping
hands hand out their word work books and ask that they write down the
word wall words three times, and write a sentence for each word wall
word.
Assessment:
Do students comprehend the word wall words? Can the students spell
the word wall words? Can the students make sentences with the words?
Can the pronounce them?
Differentiation:
If students struggle with spelling, comprehending or using words in a
sentence they will receive individual help from the teacher
Students who struggle with spelling can write short sentences.
Students who excel are challenged to write sentences with 8 or more
words.
Closure
Warn students at 7 minutes left that they have 2 minutes to wrap up
what they are writing. At 5 minutes, ask different students what
sentences they wrote.
Have students write on an exit slip the hardest word they learned.
Give students help and praise at the carpet area while going through
the smart board power point. Give students verbal feedback while they
work in their wordbooks.

Reflections from the lesson

Students responded well to the different instructional strategies to

help them learn their word wall words.
They were very loud while working, though a majority of the class
completed the learning activity.

Time

25
min

Time
5
min