ENGLISH STANDARDS OF LEARNING

ENHANCED SCOPE and SEQUENCE

2 nd
Grade Oral Language
Sample Lesson Plans

Virginia Department of Education 2004

Introduction

The sample lesson plans included in this document are expansions of the Virginia Department of
Education’s Enhanced Scope and Sequence oral language lesson plans. They include TTAC suggestions
for differentiation.

This resource is intended to help teachers align their classroom instruction with the content found in
English Standards of Learning. The sample lessons are based on sound research and provide a variety of
ways to actively involved children in their learning. The lessons serve to supplement the instructional
suggestions in the Houghton Mifflin Teacher’s Edition.

While the sample lessons are exemplary, they by no means represent the scope of instruction that MCPS
teachers are implementing in their classrooms. Teachers are invited to follow the lesson format in this
document and write additional lessons to include in next year’s Curriculum Guide update.

To submit an additional lesson, copy a page from this word document to your hard drive. Use the
format to guide you as you type over it the appropriate information for your lesson. Submit the lesson
by sending it as an attachment to bwojo@mail.mcps.org. Please submit your lessons throughout the
year so that the Office of Curriculum can compile them for review by groups of teachers next summer.

Virginia Department of Education 2004

ORAL LANGUAGE Lesson Plan  Once Upon a Time...

Organizing Topic Oral Communication

Related Standard(s) of Learning 2.1, 2.2, 2.3

Objective(s)
 The student will continue to expand listening and speaking vocabularies when using oral communication
skills.

Prerequisite Understandings/Knowledge/Skills
 Students are expected to be able to articulate a complete thought.
 Students are expected to be able to take turns.

Materials needed
 Pictures from magazines

Lesson procedure
1. Select a variety of large, interesting pictures from magazines. Divide students into small, heterogeneous
groups of three to five students.
2. Explain that each group will develop a story, using one of the pictures. One at a time, students will contribute
oral statements to the story, each statement logically following the last to build the story. Explain the
importance of being good listeners so that each student will be able to make a logical addition to the story.
Model this process.
3. Have the students begin building their stories. Give each student in the group a chance to contribute an oral
statement. Circulate around the room during the activity, making sure all groups are on task.
4. Once the groups have finished their stories, have them select spokespeople to share their stories with the rest
of the class.
5. As a follow-up activity, you might have students write the newly-created story in their writing journals.

Cross-curricular connection
 Writing

Specific options for differentiating this lesson

Technology
 Create a “storyboard” using Velcro so that the student can add picture symbols or written words that represent
a word or a thought.
 Have students use a speaking word processing program.
 Have students use a tape recorder to record responses to review what has been said and what can occur next in
the story.
 Have students use a slide show program to write and illustrate the newly created story.
 Have groups use a karaoke system to present the story.

Virginia Department of Education 2004

Multisensory
 Give students specific colored strips of paper to create a visual of a story chain. Each time students adds a
statement to the story, they add their color to the chain.
 Allow students to hold on to a soft, squeezable object such as a “stress ball” during their turn to add their
statement. The “stress ball” can assist students in the thought process as well as symbolize their turn.

Community Connections
 Invite a storyteller to the class to share how stories can be developed through oral communication throughout
generations.
 Invite a news reporter to the class to share how listening and speaking skills assist in his/her job.

Small Group Learning

 Have the groups of students share the newly created story with classmates using a microphone.

Vocabulary
 The students need to know the following vocabulary: logical, statement.

Student Organization of Content

 Have students write their statement(s) on sentence strips to visually form the story.

Virginia Department of Education 2004

ORAL LANGUAGE Lesson Plan  What’s Going to Happen Next?

Organizing Topic Oral Communication

Related Standard(s) of Learning 2.1, 2.2

Objective(s)
 The student will continue to expand listening and speaking vocabularies and will develop reading
comprehension.

Prerequisite Understandings/Knowledge/Skills
 Students are expected to know how to summarize and predict what happens in a story.
 Students are expected to know what a definition is.

Materials needed
 Picture book

Lesson procedure
1. Select a picture book filled with rich vocabulary and vivid pictures to share with the class. Before sharing the
story, read it and make note of new vocabulary words that you want to teach. Also, determine good stopping
places for making predictions. (Stop often enough to monitor comprehension, but do not disrupt the story.)
2. Read the selected story to the class. When you come to words that are unfamiliar to the students, ask them to
predict the meanings, based on the context of the story. Guide the students into discovering word meanings,
rather than simply giving them definitions.
3. Stop at appropriate places, and ask a student to summarize what has been happening in the story. Ask another
student to make a prediction about what may happen next. After more reading, ask if the predictions were
correct. If the predictions were incorrect, ask a student to describe what actually happened in the story.
4. Continue reading and making predictions throughout the story. Model making predictions so the students can
see that this is a strategy employed by proficient readers.

Cross-curricular connection
 Reading

Specific options for differentiating this lesson

Technology
 Use a pointer to help students follow along.
 Use highlighting tape to emphasize new vocabulary words.
 Distribute multiple copies of the book so that students can follow along with ease.
 Create a “storyboard” with Velcro attached so students can add new vocabulary words introduced. The
vocabulary words may contain a picture symbol to create a visual of the word and its meaning.
 Provide students with written or picture choices to predict the events in the story. The choices may be created
by the teacher prior to the lesson.

Virginia Department of Education 2004

Multisensory
 Use sticky notes to cover the new vocabulary words to assess listening comprehension, discuss possible
words that would make sense, and predict the word that is under the sticky note.
 Ask students to orally communicate a prediction or a word meaning to a partner. The partner is then asked to
draw this response.

Community Connections
 Invite a scientist or a meteorologist to the classroom to share how they make predictions in the daily routine
of their jobs.
 Invite the superintendent of schools to the class share how s/he uses predictions of weather and road
conditions to decide school closings and delays.

Small Group Learning

 With the students, discuss in small groups of 3-4 how predictions are helpful in everyday tasks.
 Have students pair up and discuss predictions of story or new vocabulary words. They are then asked to share
their partner’s response.

Vocabulary
 Students need to know the following vocabulary: predict, prediction, summarize, and summary.

Student Organization of Content

 Use a large graphic organizer, such as cause and effect, to display predictions and the story events leading up
to these predictions.

Virginia Department of Education 2004