Basic Information

Subject(s)

Language Arts (English)

Central Focus

The main focus of this lesson is the introduction of contractions.

Grade/Level

Grade 2

Student Learning Goals

and Objectives

Given a piece of text, students will be able to identify and mark a contractions on any page.

Formative Instructional
Practices

I can identify a contraction.

I can find a contraction in a piece of text and understand its meaning.

Essential Questions

Summary

Why do we use contractions while writing?

In this lesson I will introduce contractions to my students. The main focus of today is to find contractions in given peices of
text, such as in books, poems, and newspapers.

IMPLEMENTATION
Instructional
Process

Academic
Language (Oral &
Written)

I ave students in groups to meet Vygotsky's theories. I also use multiple intelligences as Gardner created to help each student learn
through their best modality.

Contraction and apostrophe

Set/Motivation

I will begin this lesson with introducing the word contraction and having the students say it with me. I will write three contractions
on the board and have students put the words in a sentence for me. I will explain that these are all contractions, which are words
that come from two word phrases such as I will and I'll or cannot and can't. Students will listen to and sing along with the Crocodile
Crunch song that will be repeated multiple times in the next three lessons. This song introduces contractions in a fun and engaging
way for students to become interested in learning further about contractions.
Attachments:
1.

Instructional
Procedures/Learn
ing Tasks

Contraction Crocodile Crunch song.pdf

In this part of the lesson we will begin our search for contractions. I will have students take their book for the week, Where is Kitty, a
sit in the room with their reading partners. With their partner they will find as many contractions as they can. They will be
given
sticky note strips to stick in the book pages under each contraction they find. When all finished finding all of their contractions while
reading with their partner, I will play the audio version of the book for the students to listen to. As they are listening I encourage the
to look and listen for more contractions.

After the audio player of the book is complete students will go back to their seats. Then I will ask volunteers to come to the board
and write down contractions found in the book. There were seven main ones I was looking for (can't won't, I'll, we'll, haven't, should'
and I'm). Once we have shared these it will be time for morning recess.

Closure

After morning recess is over, students will come back into the classroom and sit at their desks. Their instructions will begin for
workboard. Today students have a graphic organizer on the book Where is Kitty, their writing journal and a contraction cut out
worksheet to complete. The contraction worksheets is where students must cut out the contraction and place it next to the two word
phrase that it belongs with.
Attachments:
1.

Meeting
Individual Needs

ContractionsCutPaste.pdf

For this lesson the reading groups were put together with stronger and weaker readers out together. This will serve a great way for t
stronger readers to reinforce what they already know by helping the weaker reader. My at-risk students will receive extra time

to complete their work-board tasks.

Accommodations/
Modifications for
IEPs & 504 Plans

Differentiated
Instruction

Accommodations:

More time to complete work

Student completes assignments at separate table for less distractions

At-risk students will only complete one of the two cut out contraction worksheets, but the rest of the class will be completing both.

MATERIALS AND RESOURCES

Materials/ Resources/
Technology

Management Safety Issues

Research/ Theory/
Theorists

Materials and resources:

Where is Kitty books
white board
Crocodile Crunch song

No management/safety issues to be considered

I made sure I included many different modalities to ensure that I met many of Gardner's multiple intelligences within my
lesson. I also included social interactions between classmates because of Vygotsky's theory on social development.

STANDARDS AND ASSESSMENT

Curriculum Standards-Ohio
& National

Display:

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OH- Ohio Academic Content Standards (now the Ohio Model Curriculum) (2011)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grade 2 students:
Strand: Language
Domain:
Conventions of Standard English
Standard:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Assessment and
Evaluation

My assessment today will be the contraction cut and paste worksheet done at workboard time. I will be able to use this for
tomorrow's lesson on where to begin with teaching students how to create a contraction and what phrases make them.

Formative
Summative

Assessment/Rubrics

I collected evidence of learning as I watched the reading groups read their books and find the contractions. I will be able
to see if the books have contractions highlighted with the skicky note strips, or if I need to reteach this part of identifying
contractions. I can also use the contraction cut outs as a way to document both student learning and how to plan for the
next day's lesson.

Attachments:
1.

ContractionsCutPaste.pdf

Learning Experiences And Resources

Future Planning

Tomorrow's plans will be to teach how to create a contraction from a high frequency phrase. Students will need to have
t
skill of identifying a contraction mastered for tomorrow's lesson. All students reached the mastered level from this lesson,

everyone will be ready for the next learning segment.

Basic Information
Subject(s)
Elementary, Language Arts (English)
Central Focus
The central focus of this lesson is constructing and using contractions.
Grade/Level
Grade 2
Student Learning Goals and Objectives
Given a high frequency phrase, students will be able to use an apostrophe to create a contraction with a mastery of
16 out of 20.
Formative Instructional Practices
I can create a contraction.
I can use an apostrophe in the correctly to combine two words.
I can match a contraction with the correct phrase.
I can match a phrase with the correct contraction.
Essential Questions

Why do we use contractions when writing?

Summary
In this lesson students will identify contractions when reading a poem. Students will take a high frequency phrase
and find the matching contraction in a matching momio game. A poem will be used for students to find and identify
contractions in text. To end the lesson in groups, students will play a matching card game to find matching
contractions with the two words that make it.
IMPLEMENTATION
Instructional Process
I have a lot of group work and interactive materials for students to use to follow Vygotsky's therories. I made sure to
include many different modalities within my lesson plan in order to insure that i met many of Gardner's multiple
intelligences. These multiple intelligences included visual, kinesthetic, interpersonal, intrapersonal, musical and
auditory.
Academic Language (Oral & Written)
Academic Language:
Contraction, apostrophe
Students will use these vocabulary words when answering questions in class. They will learn to understand what the
meanings are for each of the words in the lesson. We used a brain pop video on contractions to reinforce these
vocabulary words. They are assessed when students made their own contractions from two words showing the
understanding of what it is and the proper use of an apostrophe.

Links:
1. Brainpop This is the video used for our contraction lesson.
Set/Motivation

I linked this lesson to the student's prior knowledge by using and reviewing the student's high frequency words to
make contractions. The students will use this in future when they write in their journals and when noticing the
contractions in books read in class. To engage the students in the lesson for today I will have them begin by asking
what the word is called that we talked about yesterday when two words are put together into one new word. If the
students have not come up with the correct word I will tell them that when we take two words and combine them by
taking out some letters and using apostrophe it is a contraction. If the students came up with the correct answer I
will then ask them what the punctuation is that we use to combine the two words (apostrophe). This is just another
way of writing to use less words, we don't need to use them in writing but they can be helpful at times and great to
know how to make them. So we will use the Contraction Crocodile Crunch song as we sing to build our knowledge of
contractions.

Attachments:
1. Contraction Crocodile Crunch song.pdf
Instructional Procedures/Learning Tasks
After reading from the big book all students will go back to their seats. I have a contraction matching mimio slide for
the students to complete as a whole class. Students will be called up to find matches on the board by drawing a line
from the contraction to the high frequency phrase. Once the word is matched students need to cross out the letters
that are taken out for the contraction and add in an apostrophe in the appropriate position to combine the words.
Students will receive assistance as needed when deleting words from the high frequency words and where to place
their apostrophe.
Once that slide is completed by the class, I will pass out a poem called Crocodile Contractions. I will read the poem
to the students first reminding them to listen for the contractions as I read. Then students will begin to highlight all
the contractions that can be found. As students highlight the contractions I will make a T-graph on the board, one
side labeled contraction and the other side phrase. We will reread the poem again as a class chorally. Then I will
have students come up to the board to write the contraction they found and the two words of the high frequency
words that create the contraction with an appropriate apostrophe placement.
Attachments:

1. Crocodile Pie Poem.pdf

Closure
As a closure to the lesson students complete a matching game in their reading groups during work-board. I will call
over the groups when they are finished reading in their reading groups. Students need dry erase boards and
markers so that we can review contractions. For an example, I will say write 'I will' on your boards and then students
will take out letters needed and add an apostrophe to create the contraction for the two given words. After reviewing
a few different contractions the students will lay out cards. Each card will have a contraction or two words to make
up a contraction to match them. When students run out of cards to match the winner will be the one with the most
matches.
Once a group is finished with their matching game, each student will go back to their seats and write five or more
sentences with contractions in them on a given worksheet.
Attachments:
1. contraction crocodile song cards.pdf Cards that were used by students for the matching game.
Meeting Individual Needs
Group one- four students at-risk being further evaluated by the Intervention Assistance Team (IAT).

modified tests

small group work

tests read to students

extra time to complete work

Accommodations/ Modifications for IEPs & 504 Plans

Accommodations:

Reading worksheets and tests to the student

Taking the student to a separate table to work on assignment for better focus

More time to complete work

Modifications:

These students can write less sentences

Differentiated Instruction
Gifted students are to write a continuation of our big book for the week. They are to come up with their own prolem
and solution to write a well written story with plenty of details.

MATERIALS AND RESOURCES

Materials/ Resources/ Technology

Materials and resources:

dry erase boards and markers
poem print out
Song print out

Technology resources:
IE Explorer, Mimio software

The number of computers required is 1.

Students Familiarity with Software Tool:

Students are very capable and confident in using the Minio. They can write their answers on the board using
the pen easily.

Management Safety Issues

No management safety issues are to be considered for this lesson.

Research/ Theory/ Theorists
I made sure to include many different modalities within my lesson plan in order to insure that I met many of
Gardner's multiple intelligences. I included a lot of social interaction because of Vygotsky's theory on social
development.

STANDARDS AND ASSESSMENT

Curriculum Standards-Ohio & National
Display:

Collapse All

Expand All

OH- Ohio Academic Content Standards (now the Ohio Model Curriculum) (2011)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grade 2 students:
Strand: Language
Domain:
Conventions of Standard English
Standard:
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.

d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Assessment and Evaluation
For an assessment I used a worksheet that was their morning paper the next school day. In this worksheet students
have to cut out contractions and match them with the correct two words that create that contraction. Mastery is
8/8.
I also gave a contraction test to students. On the first part of this assessment students answered multiple choice
questions. First students were to circle the words that each contraction stands for and then it asked to circle the
correct contraction for two given words. The second part of this assessment was a writing portion. First students
had to write the correct contraction for two given words and then write the two words for a given
contraction. Mastery 16/20 and 8/10 for four evaluated students.
Attachments:
1. ContractionsCutPaste.pdf
2. ContractionTest.doc
Formative
Summative
I will collect evidence of student learning from the morning paper as an assessment and grade. I will also have their
hihglighted poems as a way to document their ability to identify contractions in writing. I will use their worksheet in
which they had to write sentences with contractions as a way of knowing students can write contractions and use
them in a proper way that makes sense in a sentence. I will use my observations as a way of knowing how the
students are doing with the lesson and write any notes on students having difficulty with contractions for further
interventions and possible whole class instruction depending on the whole group understanding.
Assessment/Rubrics

Attachments:
1. ContractionsCutPaste.pdf The assessment to use
2. ContractionTest.doc
Learning Experiences And Resources
Future Planning
Yes the class learned what was intended. All but three students reached the mastery level of the assessment. My
next instructional steps for contractions is to continue to have students identify contractions while reading and using
them in students writing journals.