Name: Elizabeth Holleger

Lesson Topic: CORE Unit 6, Lesson 27, Day 2: Phonics

Cooperating Teachers initials:
Date: Tuesday, May 2nd Grade: 2nd
Eligible Content Standard(s): RF.2.3b, RF.2.4b
Warm-up/Review/Demonstration (If it is applicable)
Daily Phonemic Awareness
Daily High-Frequency Words
Daily Vocabulary Boost
Lesson Objectives:
SWBAT identify medial phonemes in words.
SWBAT blend, read, and write words with vowel sound /oo/.
MODELING OF THE INSTRUCTION:
Review with students the vowel sound /oo/ with the spelling oo.
Display the word shook. Identify the oo spelling for /oo/ in the word. Model for students how to blend
and read the word.
Model for students how to blend and read the first row of words on T122.

GUIDED INSTRUCTION/PRACTICE;
Blend and read the second row together with students. Students will read the third row and sentences
independently.
Model for student how to spell the word stood by hearing and noticing the /oo/ sound.
Guide students in writing the word crook on their orange boards using the same process.
Continue guiding students as they write the words wood, unhook, cook, notebook, and football
independently using their orange boards.
INDEPENDENT PRACTICE/OR FURTHER INSTRUCTION IN SMALL GROUP:
Students will use their doodle books to write three sentences using three words out of book, cook,
foot, good, hood, hook, look, nook, stood, and took.

Differentiated Instruction:
Paraprofessional support: Paraprofessional will write words written on whiteboard on personal
whiteboard.
Closure:
Students will share with their partner one word with the /oo/ sound.
Homework: Students will complete practice book p. 168 independently during small group instruction time.
Reflection:
Name: Elizabeth Holleger
Lesson Topic: CORE Unit 6, Lesson 27, Day 2: The Dog that Dug for Dinosaurs Fact and Opinion

Eligible Content Standard(s): RL.2.1, RL.2.5, RL.2.10, SL.2.2

Warm-up/Review/Demonstration (If it is applicable)
Develop Background:
Choral read the develop background section on p.382.
Ask 3 -5 students to identify a vocabulary word on p. 382. As students choose a word, use the speaker
ball to ask the student the corresponding question on p. T124.
Lesson Objectives:
SWBAT to identify statements as fact or opinion.
Procedure:
Define for students fact and opinion.
Read and discuss p. 383 with students.
Display projectable 27.4. Model for students how to identify fact and opinion within a text using a T-
chart.
Guide students in determining fact and opinion by completing practice book p. 169.

Read the author and illustrator background on p. 384.

Discuss with students the genre of a biography.
Share with students the essential question: How do you know if something is a fact or opinion?
Read Aloud the story The Dog that Dug for Dinosaurs on p. 385 - 400. Discuss with students:
o What is Marys opinion of the bones she and Tray find in the cliff?
o What fact does Mary find out about the bones?
o What is Mr. Bucklands opinion of Tray?
o What does Tray do to make Mr. Buckland think this?
o What are some facts about the fossil that Mary found?
o What is Marys opinion of the fossils?
Differentiated Instruction:
Paraprofessional support.
Paraprofessional will write words written on whiteboard on personal whiteboard.

Closure:
Students will share with a partner: How do you know if something is a fact or opinion?
Homework:
Students will complete practice book p. 169 independently during small group instruction time.
Students will read The Dog that Dug for Dinosaurs independently for Homework.
Name: Elizabeth Holleger
Lesson Topic: CORE Unit 6, Lesson 27, Day 2: Grammar Adverbs
Eligible Content Standard(s): L.2.1e
Warm-up/Review/Demonstration (If it is applicable)

Lesson Objectives:
SWBAT identify and use adverbs that tell when.
MODELING OF THE INSTRUCTION:
Display, read, and discuss the examples of adverbs and how they are used using projectable 27.6.
Model identifying the adverbs in the example sentences:
o The dog dug. The dog dug yesterday.
Model the thinking question: Which word tells when the action was done?
GUIDED INSTRUCTION/PRACTICE:
Complete the remainder of the examples with children and guide them in using the thinking question:
Which word tells when the action was done?

INDEPENDENT PRACTICE/OR FURTHER INSTRUCTION IN SMALL GROUP:

Students will complete the daily proofreading sentence independently.

Differentiated Instruction:
Paraprofessional support.
Closure:
Ask students: When do we go to gym? When did we go to the Butterfly Sanctuary?
Homework:
Students will complete practice book p. 171.
REFLECTION: