Lesson Plan Form

Candidate: Subject: Grade level(s): Date:

Cecilia Rodriguez Gonzalez Language Arts 2nd
Standard:
CCSS.ELA-LITERACY.RF.2.3. B
Know spelling-sound correspondences for additional common vowel teams.
CCSS.ELA-LITERACY.RF.2.3.C
Decode regularly spelled two-syllable words with long vowels.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:
What are students learning?
Students are learning to read and write spelling words correctly.

II. LEARNING OUTCOME (Objective):

Students will decode sounds to learn to spell words by practicing common vowel sounds and regular
spelled words. In activity students, will be able to find and sort words according to their vowel sounds.

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?

Students are learning this because it is important for them to recognize the short and log vowels when
writing. It is important so they become proficient in spelling words correctly. This lesson will also help
them improve their reading skills.

Language Demands:
What vocabulary will be learned throughout this lesson?
Students have to be able to spell commonly misspelled words that have short and long vowel sounds.

III. CURRICULUM CONNECTION:

What lesson would come before this lesson?
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words.

What lesson would come after this lesson?

CCSS.ELA-LITERACY.RF.3.3. D
Read grade-appropriate irregularly spelled words.

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
Teacher a book according to the students grade level and point out words that apply to what we will be
learning about.

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: Introduction

a. What will the teacher do?
Teacher present topic and explains the concepts to be learned. Teacher presents topic by
showing them how to play a dice game with vowel sounds. Teacher will review the different
 short and long vowel sounds. The concept of a column, or vertical section will be
introduce/review.
b. What will the students do?
Students pay close attention and listen. They are allowed to ask questions.

Step #2: Explicit Instruction/Teacher Modeling

a. What will the teacher do?
Teacher will ask for a volunteer to assist in showing the class the “Shake and Roll Vowel”
game. Teacher will both volunteer a short and long vowel sheet, books, magazine, newspaper,
dice, and pencil. Teacher will explain that the shooter will go first. Teacher will ask the
volunteer student to roll the dice then look through the books, magazines, and newspapers to
find a word that will fit the correct column the die has landed on. Student volunteer will write
the word down in the correct vowel column. Then it will be the teachers turn.
b. What will the students do?
Students pay close attention when both volunteer student and teacher are modeling how to play
the vowel game.

Step #3: Guided Practice/Interactive Modeling

a. What will the teacher do?
Teacher will pair up the students and hand out a pencil. Book, newspaper, and magazine will be
given to each set of students. Worksheets of “Shake and Roll” will be passed out.
b. What will the students do?
Once students have all the material needed then students can start playing with their partner.
They will take turns in “Shake and Roll” and write down the word they have found that
corresponds with the vowel.

Step #4: Checking for understanding

a. What will the teacher do?
Teacher will walk around to check for understanding by asking questions while students are
playing.
b. What will the students do?
Students answer questions to the best of their ability and learned skilled when asked by teacher.

Step #5: Independent Working Time

a. What will the teacher do?
Teacher will ask students to individually write a complete sentence on the back of each
worksheet by using one or more of the words they found.
b. What will the students do?
Students will work independently and write down as much sentences using the words they
found.

C. APPLICATION ACTIVITY:
How will students apply what they learned?
Students will be re-assessed and asked to read a book with a partner and pint out some words that are
commonly misspelled and explain why.

D. MATERIALS & RESOURCES:

What do you need for the lesson?
-Paper
-Pencils
-Books
-Magazines
-Dice
-Newspaper
-Shake and Roll worksheet
-Cup

V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress?
Teacher will check for understanding by asking the students questions and for examples of some of the
sentences they wrote down.

Summative:
How will you know if they mastered the standard?
Students will take the spelling test again.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
Teacher will provide accommodations by providing instructions in Spanish, visuals, and necessary
materials needed for their special needs. Teachers can cut and paste some words from newspaper and
magazines onto sheets of paper and hand these sheets to those students who need the extra help.

How will differentiate for struggling students and high achievers? (Modification)
Teacher will pair up students according to their spelling scores and similarities. Teacher can ask students
who are advanced to write a paragraph or short story using some of the words they found.

VII. CLOSURE:
How will you conclude the lesson?
Lesson will be concluded by teacher asking students to give examples of words from their spelling list that
can be placed in their vowel worksheet column.