LESSON PLAN OUTLINE

JMU Elementary Education Program

- Quinn Albo
- Word Study
- Grade 2

A. TITLE/TYPE OF LESSON
“Roll it, Read it, Write it!” – Second Grade Word Study

B. CONTEXT OF LESSON

During literacy block, students in this classroom are broken into three groups, depending on their reading
level. Each group has “Words of the Week” that are changed every week to every two weeks. During the
block, the three groups rotate to several different stations, each focusing on a particular aspect of literacy. I
have worked with each group at the Word Study station on more than one occasion, and have been able to
see their understanding of and ability to manipulate their weekly words. We have done activities such as
“Rainbow Write,” where students wrote each letter of their words in a different color. I have also been
present during their work at a station focused on fluency, in which each group reads a book together, taking
turns. In other stations and during other periods in the day, students read texts that directly connect to the
patterns established in their words of the week and integrate their sight words. This allows the entire school
day to encompass the skills and knowledge that students are currently working on, giving them a more
complete learning experience. This activity will be a continuation of what students do on a daily basis
during literacy block. Word Study is a crucial part of children’s literacy, and by using both reading and
writing during this activity, students will continue developing their understanding of these words in
particular, as well as others.

C. LEARNING OBJECTIVES

Understand – what are the
broad generalizations the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)
Students should use their prior
knowledge to sound out
unfamiliar words and recognize
the different parts of individual
words.
Know – what are the facts, rules,
specific data the students will gain
through this lesson? (These “knows”
must be assessed in your lesson.)
Students will show their
understanding of the concepts their
group of words addresses this week
through their examination of the
words they read and spell.
Do – what are the specific thinking
behaviors students will be able to
do through this lesson? (These will
also be assessed in the lesson.)
Students will read and write their
words correctly, concentrating
especially on the component the
words focus on that week (CVC,
blends, etc).
D. ASSESSING LEARNING

Group 1 (Green):
READ Consonant Vowel Consonant Direction following/group work

Student 1

WRITE Consonant Vowel Consonant Direction following/group work

Student 1

Group 2 (Blue):
READ Consonant Vowel Consonant Direction following/group work

Student 1

Student 2

Student 3

WRITE Consonant Vowel Consonant Direction following/group work

Student 1

Student 2

Student 3
Group 3 (Pink):

READ Consonant Vowel Consonant Direction following/group work

Student 1

Student 2

Student 3

Student 4

Student 5

WRITE Consonant Vowel Consonant Direction following/group work

Student 1

Student 2

Student 3

Student 4

Student 5
Group 4 (Pink):

READ Blend Medial Consonant Direction following/group work

Student 1

Student 2

Student 3

Student 4

Student 5

WRITE Blend Medial Consonant Direction following/group work

Student 1

Student 2

Student 3

Student 4

Student 5
 E. RELATED VIRGINIA STANDARDS OF LEARNING
• 2.2 The student will expand understanding and use of word meanings.
• 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.
• 2.5 The student will use phonetic strategies when reading and spelling.
• 2.11 The student will maintain legible printing and begin to make the transition to cursive.

F. MATERIALS NEEDED
• Four game boards with each of the four sets of words (QA)
• Game pieces – five to accommodate the larger groups (QA)
• Pair of rubber dice (Classroom)
• White boards and rags to wipe with – five total (Classroom)
• White board markers – five total with extras in case any do not work (Classroom)
• Cut-out Weekly Words – four different sets, one from each group (Students)
• Evaluation sheets for each of the four groups – two four each group, eight total (QA)

G. PROCEDURE

Preparation – In the time I have before the lesson, I will set up my materials (game boards, pieces, and
white boards with markers). The students will have their personal writing utensils and bag of weekly words
when they enter the classroom. I will have four different game boards (one for each group). The boards will
be prepared before the lesson with the weekly words for the corresponding group.

Engage – Students are familiar with rotating to different stations during literacy block, so the activity will be
introduced to the whole group as one of the stations for the day. When each individual group arrives at my
station, I will explain the basic guidelines for the game. This may include a confirmation that we will be
doing something different than their usual activities during Word Study, because in the past when there has
been a change in their usual schedule, the students forget and begin to get out their letter squares. Once
everyone in the group understands that we will be playing a word study game, I will ask that they get out
their words of the week while I hand out their white boards, markers, and “game pieces.”

Implementation of the lesson – To begin, I will reiterate the directions of the game, focusing more on details
than before. In order to do this, I will explain that this is similar to other activities they have done in that
they will need to read and spell each word, but that the order will be determined by the game board. Next, I
will ask students if they have used dice before. After clarifying any questions about how to use the dice for
the game, I will demonstrate using the dice to get the number of spaces I can move. Modeling each part of
the game is crucial for students, so I will model each potential situation, including reading and spelling the
word correctly and moving forward in the game as well as misspelling or misreading a word and going back
to my previous space. Students will then begin the game with further support from me in the first few rolls if
needed. The first child will roll the dice, move the specified number of spaces using their game piece, and
then read the word they land on and subsequently spell out the word on their white board. If this is done
correctly, students may keep their game pieces on that space, however if the student struggles or is unable to
complete either part, they will need to move back to their last used space. If this is proving to be too difficult
for the group and the students are being sent back each round, I will assist the child using strategies I have
seen used in the class. When a student makes a mistake, I will ask the group if they agree with this
pronunciation or spelling, and someone from the group will give their classmate help. I will then say, “We’ll
have to go back, but let’s practice this for next time,” encouraging the student to practice it for future use in
the game and thereby increasing their chances of understanding their mistake.

Closure – The game will continue either until it is time to rotate or students have all reached the “finish
line.” To conclude the activity I will have the students make note of any words that challenged them, give
specific praise or tickets if applicable, and thank them for their participation in the game.

Clean-up – After each rotation, I will exchange the game board for the one specific to the next group and
get out additional worksheets. At the end of the period, I will gather the supplies I brought (game boards,
pieces, etc.) and survey the area for any remaining items.

H. DIFFERENTIATION

Each specific group of students I will work with is organized by their literacy abilities and therefore has
unique sets of words depending on what skill they are currently working on. This lesson inherently
addresses this by incorporating each particular set of words into a game board specific to that group.
However, within each group there are students of many different levels, and the activity must be
differentiated to address this. In order to support students who are struggling with the lesson, I need to
promptly note which aspect is challenging to them (counting the numbers on the dice, identifying and
reading the word, spelling the word), and use this information to make a decision on how to best support
them. I do not expect the dice to be a major issue, but if it is, I will assist students in counting the dots.
Though the mathematic portion is not integral to the lesson, I still want to support students’ ability to use
dice. If the child is struggling with identifying and reading the word they land on, I will remind them that
they have seen these words, prompt them to look at their baggies of words, and depending on what the word
set addresses, help them sound out the word using strategies that support their learning without giving away
the answer. Lastly, if students are struggling with the spelling aspect, I will also prompt them to look again
at their baggie of words, as this might be more familiar to them and therefore easier to understand or to look
at the alphabet lines that they often use to help with spelling. To continue the help, I will work to help the
student identify and copy each letter. Because of the group dynamic, I will also have the ability to enlist the
help of other group members, asking them if they can “help out their classmate.” On the other side, if
students are flying through the game, I will incorporate alterations to challenge them more, such as covering
up the word so the student is forced to write it from memory instead of copying it.