<p>Silvia Lopez</p><p>Lesson Plan </p><p>Grade and Subject</p><p>2nd grade Reading class.</p><p>Duration</p><p>20 minutes</p><p>Description</p><p>This lesson will promote phonemic awareness by concentrating on how many sounds they find in different words. It will also teach students the Vowel-Consonant-E pattern for long vowels. They have already learned ‘a_e,’ ‘i_e’ and ‘o_e’ words, but this story will put them together by focusing on all three forms at once. The text includes many high frequency words to encourage fluency. Students will also practice fluency through choral reading. Several vocabulary words will be introduced in this lesson, such as “porch,” “pals,” “infant,” “print,” and “pad.” Questions will be asked throughout the reading to assist comprehension. Assessment will consist of answering questions orally, circling Vowel-Consonant-E words in the story, and a short written quiz including a section in which students will answer the question, “Who are the pals in the story and what did they have in common?” Students will demonstrate their understanding of the word “pals,” their comprehension of the story, and must use words that follow the phonic pattern discussed as one of the pals is named James, and both pals enjoy jokes. </p><p>Sunshine State Standards</p><p>1. LA.2.1.4.5- Students will recognize high frequency words. 2. LA.2.1.5.1- Students will apply letter-sound knowledge to decode phonetically </p><p> regular words quickly and accurately in isolation and in context.</p><p>3. LA.2.1.6.1- Students will use new vocabulary that is introduced and taught </p><p> directly</p><p>4. LA.2.2.1.2- Students will identify and describe the elements of story structure.</p><p>5. LA.2.2.2.2- Students will use explicitly stated information to answer a question.</p><p>TESOL Standards</p><p>1. Standard 10- Analyze student language and determine appropriate instructional </p><p> strategies, using knowledge of phonology, morphology, syntax semantics, and </p><p> discourse.</p><p>2. Standard 18- Create a positive classroom environment to accommodate the </p><p> various learning styles and cultural backgrounds of students.</p><p>3. Standard 21- Use formal and alternative methods of assessment/evaluation of </p><p>LEP/ELL students, including measurement of language, literacy and academic </p><p> content metacognition.</p><p>Objectives</p><p>1. Students will be able to identify the different sounds in the new vocabulary words.</p><p>Their responses will be recorded in the chart and students with less than two </p><p> errors are considered passing. 2. Students will be able to identify the main characters in the story and answer basic </p><p> questions about the plot. Answers will be recorded in the chart and graded on </p><p> correctness.</p><p>3. Students will be able to use new vocabulary words in a sentence. This will be </p><p> assessed orally and students will pass if they can create a sentence using one of </p><p> the new words.</p><p>4. Students will be able to read a decodable text aloud with minimal mistakes. The </p><p> teacher will mark down any mistakes and students are allowed up to three </p><p> mistakes to pass.</p><p>5. Students will be able to write a sentence or two answering a specific question </p><p> about the text. The teacher will collect the sentences. All valid sentences are </p><p> passing.</p><p>Assessment</p><p>1. The students will each be asked several questions orally relating to the number of </p><p> sounds in certain words and the Vowel-Consonant-E phonics pattern. The teacher </p><p> will record this information to assess understanding.</p><p>2. Each student will have to give an explanation, example sentence, or </p><p> demonstration of a new vocabulary word. The teacher will record this information</p><p> to assess understanding.</p><p>3. Each student will circle all the Vowel-Consonant-E words in the story in their </p><p> workbooks. The teacher will collect the papers at the end of the lesson. 4. The students will write two sentences answering questions about characters and </p><p> plot using words that follow the Vowel-Consonant-E pattern.</p><p>5. All of this information will be recorded for each individual student in a Standards </p><p> checklist.</p><p>Materials</p><p> Decodable Text: “Pals Stop Yelling” (found in McGraw/Hill Kaleidoscope </p><p> workbook)</p><p> Index cards with vocabulary words and related pictures</p><p> Notepad</p><p> Dry-erase board and markers</p><p> Loose-leaf paper and pencils</p><p> Student Assessment chart</p><p>Vocabulary</p><p> porch- the open area before the front door of a house. </p><p> pals- good friends or buddies. </p><p> infant- baby. </p><p> print- write.  pads- pieces of paper that are connected, but can be taken apart, like post-it notes </p><p> and notebooks </p><p>Procedures</p><p> Before: (6 minutes) </p><p>1. Teacher says: “Please open your reading workbooks to page__. Today we are </p><p> going to read ‘Pals Stop Yelling’.” </p><p>2. Students will open workbooks to page __. </p><p>3. Teacher says: “Before we begin, let’s go over some new vocabulary words. </p><p>Does anyone know what the word ‘pals’ means?” </p><p>4. Students will raise their hands if they have an answer, if they don’t know, </p><p> teacher will show and read the index card for “pals” and then give the </p><p> example: “Winnie the Pooh and Piglet are pals, so are Mickey Mouse, Donald</p><p>Duck and Goofy. Can anyone tell me the name of your pals?” </p><p>5. Students will raise their hand and say the name of one of their friends. </p><p>6. “The next word we will learn today is porch, does anyone know what a porch </p><p> is?” </p><p>7. Students will answer if they know, if not teacher will show and read the index </p><p> card for porch, and then give the example: “You know when you walk up to a </p><p> house and they might have a few steps and an open space before you get to the door? That’s a porch. So what is this called?” Teacher points to picture on </p><p> index card and students say “porch.” </p><p>8. Next, the teacher says, “The next word is ‘infant.’” Teacher shows index card.</p><p>“An infant is a baby. What’s another word for baby?” </p><p>9. The students will respond “infant.” </p><p>10. The teacher will continue with the next index card, “The next word we’re </p><p> going to learn today is ‘print.’ When you print something, you write words.” </p><p>The teacher will take out a sheet of paper and print the name of the story while</p><p> saying, “I am printing the name of the story. So what is another word for </p><p> write?” </p><p>11. Students will respond “print.” </p><p>12. The teacher will then say: “The last word is “pad.’ Can anyone tell me what a </p><p>‘pad’ is, like a notepad or a post-it pad?” </p><p>13. The students will answer if they know, if not the teacher will show and read </p><p> the index card for ‘pad’ and will demonstrate a pad of post-it notes or paper. </p><p>“This is a pad of paper/notes, notice how they are connected, but you can take </p><p> them apart if you only want one. Those are all the vocabulary words we are </p><p> going to learn about today.” </p><p>14. The teacher will show the cards again and then ask, “What sound do most of </p><p> these words begin with?” </p><p>15. The students will answer ‘/p/.’ “Very good! What letter makes the /p/ sound?”</p><p>16. Students will respond, “p.” 17. The teacher will continue, “Very Good! Now how many sounds are in the </p><p> word ‘pals?’”</p><p>18. The students will sound it out “p-a-l-s” and answer “four.”</p><p>19. The teacher will then ask, “Now how many sounds are in the word ‘porch?’”</p><p>20. The students will sound out “p-o-r-ch” and answer “four.”</p><p>21. The teacher will ask, “How many letters are in the word ‘porch?’”</p><p>22. The students will count the letters “1-2-3-4-5.”</p><p>23. The teacher will say, “Good! So if there are five letters, why are there only </p><p> four sounds?”</p><p>24. The teacher will give the students some time to think.</p><p>25. The students will answer, “The letters ‘ch’ make the /tʃ/ sound.”</p><p> During: (9 minutes)</p><p>1. The teacher will say, “Put your finger on the word ‘Pals.’ We will read this </p><p> story together and out loud.” </p><p>2. Students and teacher will begin to read the story together. </p><p>3. The teacher will pause after the first paragraph and ask, “How far is Unit Nine</p><p> from Unit Five?” </p><p>4. The students will answer “four.” </p><p>5. The teacher will ask, “Do you think James and David will be able to talk to </p><p> each other from their back porches?” </p><p>6. Students will answer what they think. </p><p>7. Teacher will ask, “How do you think they will talk to each other?” </p><p>8. Students will answer. Then, the teacher will say, “Let’s find out.” 9. The teacher and students continue reading. After two more paragraphs the </p><p> teacher will pause again and ask, “What does it mean when it says Ida is an </p><p> infant?” </p><p>10. Students will answer that she’s a baby. </p><p>11. The teacher will ask, “What do you think is going to happen?” </p><p>12. The students will answer and then the teacher will say, “Let’s see if you’re </p><p> right.” </p><p>13. Together, the teacher and students will read the next two paragraphs. The </p><p> teacher will stop again and ask, “How do you think the pals will talk to each </p><p> other now?” </p><p>14. The students will answer. </p><p>15. The teacher will say, “Let’s finish reading.” </p><p>16. The class finishes reading aloud. </p><p>17. The teacher asks, “Who can show me how the pals share jokes and notes in </p><p> the end?” </p><p>18. Two students will be picked and offered notepads and pencils. These students </p><p> will act out printing on pads. </p><p>19. The teacher will then ask, “Who is this story about?” </p><p>20. The students should answer “James and David” or “two pals.” </p><p>21. The teacher will say, “Good! Now, what might you have done differently if </p><p> you were James and David?”</p><p>22. Next, the teacher will ask, “Did you notice any words with the /p/ sounds?” </p><p>23. The students will mention a few examples. 24. The teacher will continue by asking, “Now, did anyone see any long vowel </p><p> sounds?” </p><p>25. Students will answer “yes” and maybe give a few examples. </p><p>26. The teacher will ask, “How do we know that the ‘a’ in ‘James’ is a ‘long a?’ </p><p>(The teacher could use any other example the students give).” </p><p>27. Students will answer “it’s an ‘a_e’ word.” </p><p>28. The teacher will say, “Very good. Let’s circle all the ‘vowel_e’ words we find</p><p> in the story.”</p><p>29. The students will circle all the Vowel-Consonant-E words in the story. </p><p> After: (5 minutes)</p><p>1. The teacher will say, “Today we talked about the /p/ sound and the vowel_e </p><p> pattern for long vowels. Let’s try to come up with some words that have the </p><p>/p/ sound and a long vowel_e pattern.” </p><p>2. The teacher will pass around the dry erase board and marker and have each </p><p> student write a word. </p><p>3. The teacher will go over the words with the students and make sure they are </p><p> good examples. </p><p>4. The teacher will say, “Before we finish for today, take out a sheet of paper </p><p> and a pencil because we are going to write two sentences. The first sentence is</p><p> going to answer the question: ‘Who are the pals in the story? So first, stop and</p><p> think about what the word ‘pals’ means and start your sentence ‘The pals </p><p> are…’” 5. The teacher will model the beginning of this sentence on the dry erase board </p><p> to get the students started. </p><p>6. The students will write their sentences. </p><p>7. Then, the teacher will say, “The second sentence is going to answer the </p><p> question: ‘What did the pals have in common? This sentence can start, ‘The </p><p> pals both…’ and then tell me something they both liked or something they </p><p> both did in the story.” </p><p>8. The teacher will again model the beginning of this sentence to get the students</p><p> started. </p><p>9. The students will write the sentence. </p><p>10. The teacher will answer any questions the students may have and when they </p><p> finish their sentences will collect their papers. </p><p>11. Later, the teacher will assess each student’s comprehension and understanding</p><p> of skills in the standards assessment chart.</p><p>ESOL Accommodations</p><p> The vocabulary index cards will include pictures, helping ELL students make </p><p> connections between the new words and their meanings.</p><p> Choral reading will allow all students to practice reading aloud and practice </p><p> fluency without putting them on the spot. </p><p> By modeling how to begin writing a sentence, the teacher will help ELL students </p><p> begin to phrase a sentence in English.  By applying phonemic and phonetic skills by writing words on a dry-erase board, </p><p> students can make a list as a class. This communication will aid ELL in their </p><p> understanding of the concepts.</p><p> Various forms of assessment: oral, demonstrational, and written will help ELL </p><p> students gain an overall understanding of the material.</p><p>Understand Phonemic New Understand Understands Student s Phonics Awareness Vocabulary s Plot Characters Fluency Name: (LA.2.1.5.1) (LA.2.1.5.1) (LA.2.1.6.1) (LA.2.2.1.2) (LA.2.2.1.2) (LA.2.1.4.5)</p>