Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date:

Janet Ponce Language Arts 4th October 24, 2017

Standard:
2.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation
and in text.
2.RF.3.a. Distinguish long and short vowels when reading regularly spelled one-
syllable words.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
Students are learning how to decode words based on common spelling patterns. They are also learning how
to construct new words by rearranging a set of letters. They are learning how changing one letter or
rearranging letters will change the word into a new one.

II. LEARNING OUTCOME (Objective):

Given flash cards with individual letters, students will be able to rearrange the letters to create and read
new words. They will master how to read words with the vowel consonant e spelling pattern.
DOK/Cognitive Rigor Level: 1-2 Recall/construct

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
This lesson requires students to be able to produce English phonics.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
The lesson that comes before this, would be on phonics and simple words with three phonemes. These
words can be decoded by sounding out each letter. The lesson that follows this would be on ed
inflectional morphemes and how they change the root word.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Teacher will build a small LEGO and demonstrate how reading words is similar to building LEGOS.
Each LEGO can represent sounding out a word the end result is the word itself.

Student friendly objective: By the end of our lesson you should be able to recognize many
spelling patterns by using the tools and knowledge you have gained.
Purpose: Why are students learning this? Why is it important?
Students are learning this because they are having trouble reading words. Students need to learn how to
read, as this is a vital component to their education. They need to learn how to read words in order to
decode what it is they are reading; otherwise they will not be learning.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Teacher will teach students about the vowel constant e rule.
a. T inputs: Teacher will tell students that many English words have patterns that help us decode
words. Teacher will quickly go over vowels: a, e, I, o, u, and sometimes y. For instance, whenever we
have a vowel followed by a constant and then an e, the e at the end makes the vowel long. EX. Hid can
 turn to hide by adding the e at the end. H i(vowel) d(consonant) e(e); the vowel i becomes long. EX 2.
Not turns to Note with the e at the end.
a. T model: Teacher will have students write on their whiteboard: bike, lake, note, mute, gave, line.
One word will be read aloud until each student has the word correct.
b. Student response: Teacher will have students turn and discuss with their partner what they have
learned. If they give me thumbs up, then we can move on to step 2. If some students are still unsure;
repeat step 1.

Step #2:
a. T input: Teacher will tell students they are going to be challenged. They can either work in pairs or
individually depending on how they do on step 1. Teacher will discuss how the index cards provided
will be put together in order to build new words.
a. T model: Teacher will challenge students by giving them index cards with letters, f, m, a t, e, p, d, l,
n, o, h. Teacher will tell students to build the words: fat vs. fate, plan vs. plane, mat vs. mate, tap vs.
tape, hid vs. hide, hop vs. hope. Again, one word at a time to insure student success with the lesson.
b. Student response: Teacher will ask students to share with a partner how they are feeling in regard to
the lesson: good, still unsure, or feeling phenomenal. Teacher will be checking in with students
individually.

Step #3:
a. T input: Teacher will tell students that they are about to be put to the test.
a. T model: Teacher will hand out 4 In a Row bingo cards to each student. Then will mix up cards and
begin reading the cards out aloud.
b. Student response: Students will place an X on each word being called out. The student who gets 4
Xs in a row correctly will win.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Teacher will ask students to bring the book(s) they are reading and ask them to find words that follow the
same vowel consonant e pattern. Teacher will have them write a minimum of five words they find in their
book(s) on their white board and have them create their own sentences.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
I will need white boards, flash cards, markers, pencils, and reading books.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

I will give students different words to see how they are doing individually.

Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
I will give each student a mini quiz on the lesson to see their growth and or struggles they may still have
with it.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction,

Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
I WILL ACCOMMODATE STUDENTS WHO ARE STRUGGLING BY HAVING WORDS PARTIALLY
SPELLED OUT AND THEY JUST HAVE TO INSERT THE MISSING LETTER.
EX. M _DE , BAT_, AND SL_ME

I WILL MODIFY THE LESSON FOR THE HIGH ACHIEVERS BY GIVING THEM MORE
CHALLENGING WORDS.
EX.
CUPCAKE, EARTHQUAKE, INFLATE, AND MISTAKE.

VII. HOMEWORK (if appropriate):

For homework, I will have students create ten vowel consonant e words that we did
not go over during the lesson. They may draw a picture next to each word.
 4 In a Row

Cut Rob SLIM Note

Not Bit Rat Slide

Ride SLID Bite Robe

Slime Cute Rid Rate

 4 In a Row

Rob Cute Rate Note

Not Bit Rid Slid

Cut Rob Bite Slide

Slime Rat Sid Ride

 4 In a Row

Slid Rat Cute Slime

Slim Bit Not Robe

Rob Slide Ride Note

Bite Cute Rate Rid

 4 In a Row

Not Slime Bit Robe

Rid Rat Note Slide

Rob Slid Rate Cut

Bite Cute Slim Ride

Name:
Date:
 Mini Quiz
Circle the correct word

1. Can you me a slice of cake? cut or cute

2. There will be a basketball this week. gam or game
3. My favorite drink is a strawberry__________. shack or shake
4. Police Officers help keep our communities__________. safe

or saf
5. Jackie loves to _____ because no one can find her. hide or hid