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Long a Digraphs Day 4

Name: Kate Gomez


Grade Level: 2nd Grade
School: West Central Elementary School
Date: Thursday, October 6, 2016
Time: 10:15-10:35
Reflection from prior lesson:
In the last phonics lesson, I had the students review long a digraph words on the Unit four
card and write their own on their white boards. We focused heavily on what digraphs are and
what the long a digraphs are. Although they did spell the words correctly on their boards, I do
not feel that they understand them completely. I decided this after we were finished spelling
the words and the students couldnt tell me what the long a digraphs are. I will continue
practicing them with the students in the next lesson. I will review what digraphs are and
assess their ability to utilize them in their reading and writing.
Lesson Goals(s)/ Standards:
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.E
Identify words with inconsistent but common spelling-sound correspondences.
Lesson Objectives:
When given a list of words, students will orally read words with long a digraphs correctly 4
out of 5 times.
When given a list of words with inconsistent but common spelling-sound correspondences,
students will orally read 3 out of 5 words correctly.
I can read words with long a digraphs.
I can recognize and read long a digraphs.
Materials Needed:
Whiteboard
Marker
Long a digraph Word Sort
Unit 4 passages
Contextual Factors/ Learner Characteristics:

This second grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
Setup: have letter cards ready for the students on their desks
1. Introduction (2 minutes)
a. Getting attention/ Relating to past experience: Today we
are going to learn how to sort our open-syllable words by their syllables. We
will break them apart just like we did yesterday and decide what each syllable
is (open or closed). Then I want to find more pronouns in our passages.
b. Creating a need to know: You will be seeing these words as
you are reading other books.
c. Sharing objective, in general terms: Today, we are going to
sort words with open syllables. Then I want to find more pronouns in our
passages.
2. Content Delivery(15 minutes)
a. Call everybody to the front of the room with whiteboards
and markers to sit where they can see the board. I will be sitting by the
computer so I can type the words and have a small white board with me to
model how to separate the syllables.
i. Write the word rail on the board. Have
students read the word together. Ask them which column the word fits
in our long a word sort table. Ask why it would fit there.
ii. Repeat with: rail, say, quaint, fray, nail,
pay, great, tray, jail, paint.
b. Have students practice spelling words by writing them on
their whiteboard. Remind students to use what they have learned about
spelling long a digraphs.
c. Dictate the following sentence to the students to write on
their board: When it is daytime, Gail and Ray check their mailbox for letters
from Spain.
i. Write it on the board and have student selfcorrect their sentence.
ii. Remind students about how to use the long a
digraphs.
d. Unit 4 Spelling List: Train, stay, eight, sprain, tray,
freight, complain, obey, raisin
e. Read Unit 4 passage to develop fluency.
3. Conclusion: (2 minutes)
a. What is a digraph?

b. How will knowing our digraphs help us become better


readers?
B. Assessments Used:
a. Observation: When students are writing on their boards, I will be
watching and correcting as they write. They will all show me their boards when
done writing. As students are working, I will be walking around the classroom to
monitor student work.
C. Differentiated Instruction
a. Below average students -Students will be encouraged to break
apart each word to learn how to spell it. I will explain to them how to break apart
the syllables and decode each part. Students will say each word before writing it.
They will be given the chance to stay behind while others go back to their desk
for further clarification.
b. Average students - Students will be encouraged to break apart each
word to sound the word out. Students will be encouraged to say each word before
writing it. I will offer support while they are writing.
c. Above average students - The students will be encouraged to write
each word independently. They will have the opportunity to add extra words if
they are able to. They can say each word before spelling if needed.