Lesson Plan Format

Teacher: Mrs. Tornatore.

Grade: 2

Content Area: ELA Reading

1. Content and Standards:

Create and read compound words RF.2.3c and L2.4.

Read with expression RF.2.4b

2. Prerequisites:

 Students should know letters and corresponding sounds for those letter and put those

sounds together to make sounds.

 Students should also know that putting sounds together can make words.

3. Essential Questions:

 What is a compound word? How are compound words formed?

 Smart Board to display material to all students.

 Laptop to access online components of lesson.

 Students’ personal whiteboard for practice.

 Dry erase markers.

 Superkids workbook.

 Pencil.

 Students chrome books.

5. Instructional Objective:

 Students will be able to form compound words and show how they know how compound

words are formed.

6. Instructional Procedures:

· Before: Approximately 9.45 am start time.

 Students will be asked to come to the carpet safely, and sit “Criss Cross Apple Sauce”

 I will remind students of the daily routine with our ELA time.
 “Good morning, everyone. First, today, we are going to listen to some words to see if

they have the same middle sound. Then we will move on to where we say a word and

break the word into sounds. After that we will be saying some words and changing one

sound to get a new word. Any questions?”

 Wait for students to respond and answer any questions that arise.

 “I’m going to say two words and you will repeat those words. Then you will tell me if

they have the same middle sound. If they do, you will then tell me what that sound is.

Okay let’s practice. My two words are dried and mild. Do they have the same middle

sound?”

 Students should reply yes.

 “What sound is it?”

 Students should reply (long I)

 “Good. Now let’s do some more words. My words are cold and called. Do they have the

same middle sound?”

 Students should respond with no.

 “Nice job. Now my next words are give and swim. Do they have the same sound?”

 Students should respond with yes.

 “What same middle sound do they have?”

 Students should respond with (long i).

 I will repeat this process, using this list of words.

o Learn, root (no)

o Post, mope (yes- long o)

o Torn, cord (yes-or)

o Mold, find (no)

o Shirt, word (yes – er)

 “Now I’m going to say a word, you’ll repeat the word and then we will break the words

into sounds. Let’s practise with the word ‘find’. Say it.”

 Students should repeat the word find.

 “Let’s break it into its sounds. /f/…/long i/…/n/… /d/. What word?”

 Students respond with find.

 I will then continue this with the following list of words.

o Swim (/s/…/w/…/short i/…/m/)

o Roots (/r/…/oo/…/t/…/s/)

o Mold (/m/…/long o/…/l/…/d/)

o Chores (/ch/…/or/…/z/)

o Trace (/t/…/r/…/long a/…/s/)

o Wild (/w/…/long i/…/l/…/d/)

o Count (/k/…/ou/…/n/…/t/)

o Lined (/l/…/long i/…/n/…/d/)

 “Very nice job. Now we are going to say a word, break it into sounds and then change

one of the sounds to create a new word. Let’s practice with the word rack. Ready? Let’s

go. My word is rack. Say it.”

 Students repeat the word rack.

and what word do we have now?”

 Students should respond back.

 I will then repeat the process with this list of words.

o Word is back /b/… /short a/…/k/ change /b/ to /h/. What is our new word? (hack)

o My word is hack. Sound it out... /h/…/short a/…/k/ Change /h/ to /s/. New word is

(sack)

o My word is sack. Sound it out. /s/…short a/…/k/ Change /s/ to /t/. New word is

(tack)

o My word is tack. Sound it out /t/…/short a/…/k/. Change /t/ to /kw/. New word is

(quack)

o My word is quack. Sound it out. /kw/…/short a/…/k/. Change /kw/ to /j/. new

word is (jack)

o My word is jack. Sound it out /j/…/short a/…/k/. Change /j/ to /l/. New word is

(lack)

o My word is lack. Sound it out /l/…/short a/…/k/. Change /l/ to /p/ New word is

(pack)

o My word is pack. Sound it out /p/…/short a/… /k/. Change /p/ to /n/ New word is

(knack)

Very nice job 2nd grade. Now let’s move on to spelling.”

 Students will be asked to move back to their seats and retrieve their materials for their

spelling practice. “Let’s see if everyone can get back to their seats safely and ready for
 spelling words by getting out your whiteboard marker and eraser by the time, I count

down from 10.”

 As I count down from 10, I will be looking for students to have their whiteboards.

markers and erasers. If all students accomplish this, I will be giving a good apple (class

reward).

 I will then have the computer/Smart Board read the spelling words aloud. After each

word, I will ask to see the students’ whiteboards with a 3, 2, 1 show me.

 After viewing the word, we will spell the word together as a class. The words will be

mind, kind, hind, find, grind, blind. Each word will be said by the computer one at a time,

written by the students, checked with 3, 2, 1 show me and spelled aloud as a class.

 As further practice I will then say. “Now I need to see a clean whiteboard for our

sentence.”

 I will play the sentence through the smartboard. The sentence will read, “I’ll wind up the

string.”

 I will then have the students repeat the sentence and pound it out. With a fist over their

other open hand, we will repeat the sentence. Each word will have a fist pound associated

to it. I’ll (pound) wind (pound) up (pound) the (pound) string (pound).

 “How many words do I have in the sentence?”

 Students should respond with five.

 I will then draw five lines on the white board at the front of the room.

 “As you write your sentence, what am I looking for?”

 Students should respond with upper case letter and period.

 “Good. How many words am I looking for?”

 “Good, now write the sentence and I’ll ask to see them in about 1 minute.”

 I will wait for the students to write. When I see students are finished, I will “Let me see

your boards in 3, 2, 1.” I will then show the sentence on the board. “Everyone check your

sentences. Do you have an uppercase letter?”

 Students reply.

 “Do you have five words in your sentence?”

 Students reply.

 “Do you have a period at the end of your sentence?”

 Students reply.

 “Nice work everyone. Let’s clean off our boards, put them away and open up our

workbooks to page 105. I would like to see everyone have their books open to this page

by the time I count down from 10 so that I can give you an apple.”

 Counting down from 10 will proceed.

· During: Approximately 10.10am start time.

 Once students have opened their workbooks to page 105, I will continue with the lesson

and have the page projected on the Smart board.

 “So, everyone take a look at this page. Who do we see at the top?”

 Students will reply with Ms. Blossom.

 “Whenever we see Ms. Blossom, what do we need to do?”

 “Yes. Why do we need to read what Ms. Blossom says?”

 Students will reply with “it has important information.”

 I will request that the students read aloud with me while we read Ms. Blossom’s

important information.

 “Some long words are compound words. They are made of two words put together.

Basketball = basket + ball, Hayride = hay + ride”

 “Now let’s continue. Everyone place a finger on number 1 and read it aloud with me. A

pack that goes on your back is a... Who can raise a hand a tell me what compound word

or two words joined together will complete this sentence?

 If students need guidance in answering this, I might give clues such as “Lets look at the

words we have, we have pack and back, how can we put those words together to make a

new word?”

 Students should be able to give the word backpack.

 After writing the word backpack and spelling it aloud on the board, I will have the

students write the same word and will then continue.

 “Alright everyone, please place your finger on number two so that I can see we are all

looking at the same question. Read with me. You put tea in a pot called a …Who can

raise their hand and answer that question for me.”

 Students should say teapot.

 I will write the word teapot while spelling it aloud for the students to learn the spelling.
 “Now I would like you to try the rest of the page by yourselves. I’m going to be walking

around the room if anyone needs help, but I would like to see this page complete in 5

minutes.” I will then set a timer and circulate the room.

 After a minute or two, I will remind students of the sign I like to see when work is

complete. “Please remember that if you are finished, I would like to see one hand on your

head so I can see who is finished and who is still working hard.” I will continue to

circulate.

 At the end of the 5 minutes or when I see everyone has completed the work, whichever

comes first, I will be asking for volunteers to help us complete the page.

 “Who can raise their hand and read number three and answer it?”

 Pick a student to answer and repeat until the page is complete.

 “Wonderful job. Now I need you to put your workbooks away, get out your readers, and

open them up to page 148.”

 Once all books are opened, I will direct the student’s attention to the title of the page.

 “Take a look at the title. Read that title with me. “Hot Rod Messes Up” What do you

think this part of the story could be about?”

 I will call on some students as to what they are inferring for the chapter.

 “Those were all some very good answers, let’s read the story to see if any of them are

correct. Follow along as I have the smart board read the story to us before we team read.”

 I will proceed to play the story through the smart board.

 After the reading has concluded I will ask the students to then team read the story.
 “Now that we have read the story together, we now need to team read the story. So, team

one please stand and read page 148 out loud with me.” We will then proceed to read

aloud.

 “Nice job team one, now team one sit down and team two stand up and you will read

page 149 with me.” We will then proceed to read aloud.

 “Nice job team two. Now let’s see if we can answer a few questions about what we just

read.

 I will ask the following comprehension questions. “I need you to look at this word” I will

point to the word disaster. What is a disaster?”

 I will call on students with raised hands. Possible answers may include ‘something very

bad’ or ‘something terrible’.

 “If a disaster is something very bad, what does Icky think is a disaster?”

 Students should respond with “Hot Rod can’t remember his lines in the play.”

 “How do we know that Hot Rod feels bad about messing up his lines?”

 Students need to respond with Hot Rod says he is sorry.

 “What does Icky do about his problem with Hot Rod?”

 Students- He tells Ms. Blossom.

 “What advice does Ms. Blossom give to Icky?”

 Students- Icky and hot Rod need to find a way to work together and be a team.”

After: Approximate start time 10.45am

workbooks and get out their chrome books to log on to Kahoot.it for the next part of the

lesson.

 “Open up your chrome books and log on to Kahoot.it”

 Wait for students to log on.

 “Please input this code” Code will be displayed on the Smart Board.

 Once all students are logged on. I will start the compound words game which should last

approximately 10 minutes.

 Upon completion of the game, the students will be reminded of the following.

“Compound words are two words joined together to make one new word. Who can raise

their hand and give me a compound word?”

 I will then call on some students to give me a compound word.

 I will then have the students put away their chrome books and transition them to the next

part of the day, book clubs. Book clubs are where we have our leveled readers placed into

similar ability groups and are given a book to read and discuss. One teacher will meet

consistently with the lower levelled readers and the other teacher will alternate with the

on level and above level readers. Each “club” has their own book and area in the

classroom to read and study their book. Students will follow along in their books while

we take turns to read aloud.

 Once discussions have concluded I shall continue. “It is now time to put our books away

and get ready for lunch. I am looking for tables that are clean and students that are sitting

with feet on the floor and nice quiet hands.”

 I will then dismiss the students, one table at a time and escort them to lunch.
7. Assessment:

 Looking at the results of the Kahoot in conjunction with the workbook page will help to

inform of understanding and recollection of past words and the ability to construct new

compound words.

 If time remains after book clubs and before lunch dismissal, I will do a fast “3, 2, 1, Show

me” with whiteboards after a turn and talk where the student will write a compound word

on their boards and hold them up to confirm understanding.

Differentiated Instruction:

*** during the spelling practice, I will draw sound dots on the whiteboard to help students

remember how many sounds are in the word.

*** if needed the spelling pattern that is being studied this week might also be displayed.

*** During the spelling sentence practice, I will write dashes (one dash for each word of the

sentence) on the board to help students remember how many words they need to write. I will also

ask the students what I am looking for in the sentences - upper case letter at the beginning,

period at the end.

*** having the smart board read the words and stories, I can ensure that any E.L.L or any

students with reading difficulty can hear and see the words before they are asked to read them

aloud.

*** performing a turn and talk will reinforce to the approaching level students what compound

words are.