Brittany Bascombe Unit 1

Brittany Bascombe
EDU 3410: Principles of Teaching Reading

2nd Grade
Standards: CCSS.ELA-LITERACY.RL.2.1, CCSS.ELA-LITERACY.RL.2.3, CCSS.ELA-LITERACY.RL.2.3, CCSS.ELALITERACY.RI.2.5, CCSS.ELA-LITERACY.RF.2.3, CCSS.ELA-LITERACY.RF.2.3.D, CCSS.ELA-LITERACY.W.2.3,
CCSS.ELA-LITERACY.SL.2.1, CCSS.ELA-LITERACY.SL.2.1.A, CCSS.ELA-LITERACY.L.2.1, CCSS.ELA-LITERACY.L.2.1.A,
CCSS.ELA-LITERACY.L.2.1.B, CCSS.ELA-LITERACY.L.2.1.C, CCSS.ELA-LITERACY.L.2.1.D, CCSS.ELA-LITERACY.L.2.1.E
Table of Contents
1
Title Page.1
Table of Contents2
Reading Schedule..3
Lesson Plan.4
Literacy Centers.6
Parent Newsletter8
References..9
Ms. Bascombes Reading Schedule

Comprehension (20 minutes): Teacher reads a book aloud to the
students. Teacher should ask questions as they go along:
What is the setting?
Who are the characters?
What is the problem in the story?
What is the central message or moral of the story?
Reading Activity (20 minutes): Students are to use a graphic
organizer that will help them to identify the plot by giving at least two
details of beginning, middle, and end of the story.
Word Recognition (20 minutes): Teacher directs the students
attention to the word wall to point and review high frequency words.
Teacher may also add a few words to increase vocabulary.
****Break for recess or lunch
Word Meanings (20 minutes): Teacher should use vocabulary
dealing with the content in reading such as: plot, character, setting,
rhyme, sound, alliteration, moral, beginning, etc. Students must raise
their hand in order to an answer. The teacher can also switch it up and
give the definition and allow the students to identify the word.
Independent Reading (20 minutes): Students are to read a book
that is on their reading level on their own.
Lets Crack the Code: Prefixes and Suffixes

Subject & Grade
2nd Grade Reading Foundation Skills
Materials
List of 10 vocabulary words with common prefixes and suffixes (i.e. pre-, un-, -ing,
-ed) constrction paper, markers, pencil, and scissors.
NC Common Core
Standards
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding
words.
CCSS.ELA-LITERACY.RF.2.3.D
Anticipatory Set
Decode words with common prefixes and suffixes.

Teacher will present a video from Youtube on prefixes and suffixes.
https://www.youtube.com/watch?v=H2Z4p0au1yk
Objectives
Students will:
Identify base words, prefixes, and suffixes
Determine the meaning of a word with pre-, re-, or mis Use the prefixes pre-, re- and mis Detemine the meaning of a word with ful, -less, -ing, and -ed.
Presentation of
Material
Teacher will:
Input: After the video, the teacher will have a list of vocabulary words to pass out to
the students. The teacher is to go over the meaning of each prefix and suffix
presented on the list. Also, the teacher must show how they affect the root word
Model Expectations: Choose a word from the vocabulary list and give an example
by its meaning. For example: Remind- the prefix re- means to do it again. I have to
remind to put my books in my book bag. Mind is the root word and re- is the prefix.
Check For Understanding:
What is the meaning of the prefix mis-?
What is the difference between a prefix and a suffix?
Does the word change when a prefix/suffix is added on?
Guided Practice
Independent
Practice
Closure
We are going to make a foldable. This is going to have the prefix and suffix on the
outside. The root word and example will be on the inside. Take the construction
paper and fold it hamburger style (horizontal). Students will use the pencil first to
divide the folded paper into five sections. Once that is complete, the students will
write the prefix or a suffix- one for each section. Leave space at the bottom for the
meaning. Next the students are going to take the scissors and cut each line carefully
to create flaps. On the inside of the foldable (not on the flaps), the students will use
the vocabulary words and draw a picture that represents the words. There should be
two words per prefix and suffix. Make sure the vocabulary words are under the right
flap. For example, dancing should under the flap with the ing.
Now that the foldable is complete, can decorate it how they want. They must have
their vocabulary words and pictures on the inside of the foldable.
Prefixes and suffixes are added onto a simple word. This can change the meaning of
the word also. Prefixes go at the beginning of the word and suffixes belong at the
end of a word. If I say the word retake can you tell me what the root word is?
(waits for a response). What is the meaning? (calls on a student with their hand
raised) Great job! You have learned how to decode words with common prefixes
and suffixes.
Literacy Centers:
Ms. Bascombes Literacy Centers
Literacy Centers are 15 minutes each with 5 students in each center.
Center 1: Reading Literature
**Guided Reading
Standard: Key Ideas and Details
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Summary: Students are to read the book chosen for this center. This group will be reading on one
accord along with the teacher. After that is done, the teacher will ask some follow up questions
from the story.
Center 2: Reading Foundational Skills
Standard: Craft and Structure
CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
Summary: Students are to determine the purpose of the various text features. The teacher may
provide samples of captions, bold print, subheadings, etc. for the students to observe and discuss
within the group.
Center 3: Writing
Standard: Text Types and Purpose
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events,
6
include details to describe actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.
Summary: Have the students write about a personal experience. They could write about a bad
day, a celebration, or an event that has happened in their life. This can be no longer than two
paragraphs. Each student should proofread their work and make sure they are using grammar and
punctuation correctly.
Center 4: Speaking and Listening
Standard: Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
Summary: This group is going to have a container that has slips inside with topics to discuss.
One student from the group will choose from a slip of paper from the container. Students will
discuss the topic on how it relates to literacy. They must use their inside voices.
Center 5: Language
Standard: Conventions of Standard English
CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
CCSS.ELA-LITERACY.L.2.1.A
Use collective nouns (e.g., group).
CCSS.ELA-LITERACY.L.2.1.B
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
CCSS.ELA-LITERACY.L.2.1.C
Use reflexive pronouns (e.g., myself, ourselves).
CCSS.ELA-LITERACY.L.2.1.D
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs, and choose between them depending on what is to be modified.
7
Summary: Depending on what is being covered in class, the students are suppose to do an
activity with each parts of speech. The activity could be dealing with nouns one week and the
next week on adjectives. However, students are expected to create complete sentences using the
parts of speech.
Greetings Parents and Guardians!

My name is Ms.Bascombe. I am a second grade teacher here at C.C. Spaulding
Elementary. I am very excited to have your child as a student! This year in literacy, we are going
to focus on reading foundation skills. This includes word and letter recognition, reading
comprehension and fluency. Reading is an important skill that our students must acquire for it
opens up the door to creating ideas, writing, and many other things. My goal is for the student to
simply learn these foundational skills and be able to apply them during instruction where
opportunities are given. This week we are going to start with word analysis skills in decoding
words-prefixes and suffixes. You are more than welcome to visit the school as a volunteer to help
out in the classroom during our literacy block (you must go to the DPS website to sign up to
volunteer and pass a background check). I will also send a worksheet home at least twice a week
for the students to take home to practice these skills as well. If you have any questions please let
me know. I believe that this is going to be a good year! I hope to see you soon!
Sincerely,
Ms. Bascombe
References
English Language Arts Standards. (n.d.). Retrieved from http://www.corestandards.org/ELALiteracy/

Common Core. (n.d.). Retrieved from http://www.ixl.com/standards/common-core/ela/grade-2?
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Brittany Bascombe

EDU 3410: Principles of Teaching Reading

Ms. Bascombes Reading Schedule

Lets Crack the Code: Prefixes and Suffixes

2nd Grade Reading Foundation Skills

Decode words with common prefixes and suffixes.

Greetings Parents and Guardians!

English Language Arts Standards. (n.d.). Retrieved from http://www.corestandards.org/ELALiteracy/

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