Micro Teach Learning Plan with modifications for two students

Title: Construction Junction- Building and Tearing Apart Words Using Long A Sounds!
Name: Ashlyn Cummings
Subject/Grade: Language Arts Second Grade
Type of Instruction: Cooperative Learning

Lesson Plan

Date Taught: April 21, 2015

Modifications: Victor

Modifications: Addie

Objective: The students will be given the worksheet over ai and ay endings,
where they will use the sentences provided to fill in the missing endings, getting
4 out of 6 correct. We will do the first two together as a class.

Same

Same

TEKS: L.A.2.2. - Reading/Beginning Reading Skills/Phonics. Students use the

relationships between letters and sounds, spelling patterns, and morphological
analysis to decode written English. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts. Students are
expected to:
(C) decode words by applying knowledge of common spelling patterns (e.g.,
-ight, -ant);
Background Information:
They have understanding of how to compose a variety of written text.
They have listening and speaking skills, where the students are able to
listen and respond to the ideas of others while contributing their own
ideas not only with themselves but in group settings.
They have an understanding of oral and written conventions and know
how to use them in speaking and writing.
Students are able to research, evaluate, and synthesize, as well as present
ideas and information.

Same

Same

Materials:

I will inform Victor

of the seating
arrangement that will
be done in class. He
will be the recorder
in his group to help
with social skills.

I will inform her

of her role as the
reporter in the
group assignment.

All worksheets will

I will be providing

 Pencil
Worksheet titled ai and ay endings.
Worksheet for group activity for them to record words.
Worksheet numbered from 1 to 5 for group activity.
Pre-made cards
Poster board
(All Assignments will be made bigger to fit the 24 point font)
Equipment:
N/A
Classroom Management/Environment:
The students at the beginning of the class time will be allowed to call out
answers in our discussion time before the main activity.
The desks will be place in groups of three, where the students will have a
recorder, reporter and materials manager. I will briefly go over what
reporter, recorder, and material managers due before going into the group
activity.
The students will keep word cards that are split into word endings (i.e.
ay), and the beginning of words (i.e. tod-) inside plastic baggies on desk
until told otherwise.
Engagement/Focus:
Greeting: Good morning class how are you today?
Link to previous knowledge:Do you remember when we were detectives
and we needed to search for words that end in g, ie, ue, and ew?
(Answer: I do that was fun!). Well today we are going to be looking at
different words and using long As and tearing them a part to find them!
Engagement: Who likes to take apart objects like legos or blocks?
(Answer: I do, I think that its funny to tear it down). Well what if I told
you that today we are going to be a construction crew and we are going to

be made in 24 fonts
so that Victor is able
to do the
assignments.

N/A

a graphic
organizer for
Addie that is
exactly what we
are going to be
talking about in
the procedures to
keep her
organized.
N/A

Victor will be placed

towards the front of
the room, closest to
the board.
Victor will be the
recorder of the group
to help with writing
skills.

Addie will be
placed towards the
front of the room,
closest to the
board.
Addie will be the
reporter of the
group to help keep
her on task and
focused.

tear apart words looking for long As.

Expected Behavior: In class today you will be able to call out answers
during the discussion, but during group work you will be working in
groups of three at your table. I expect you to be respectful to your
neighbors and listen to what your teammates have to say. For the group
assignments please do not tough any material until I have said it is ok to
start.
Outcome: After todays lesson you will be amazing construction workers
who are able to take a part words and correctly put back their endings.
Explanation/Procedures:
1. Patterns: When you hear the words Today, Rain, Stay, and Pain do they
sound similar? (Answer: Yes they do!).
What if I wrote them down, do they still look similar? (Write down words
on board with the help of Addie; answer: yes some do, but not all of
them!) Correct! Some of these words do have similar endings. Wait not all
of them have the same ending??? (Answer: No!) Correct, but they still
make the same sound, this is due to the long A sound.
Today we are going to be tearing apart different words that have long As
in them!
Lets look at the word Today, and Rain. What is different about these
words? (they dont start with the same letters and do not have the same
ending) Correct! What is similar about them? (they have the same sound)
Correct! How can we tear apart the word today? (sound it out) Great job I
think that will be a great way to tear apart these words. Lets do that
together. T-o-d-ay. Wait does a and y make an A sound? (Repeat together
once more; Answer: Yes!). Correct! They do make a long A sound, this is
our first example of long A, by using ay together.
What about rain? (r-ai-n) Great job guys sounding out the word! What
two letters this time made a long A sound? (Answer: ai) Correct! Great
job at finding the long A.
See class there is two ways to have a long A: ay and ai. I have two special

On group assignment
I will add an extra
minute or two to help
him finish the
assignment.
He will be the
recorder for the
group to help on
writing skills.

I will have Addie

help during the
times were I am
writing things on
the board. This
will help her stay
focused, but also
keep her involved
in the class work.
I will also have
Addie help hand
out materials that I
need during the
day.
Addie will be the
reporter for the
group assignment
to help her focus
and keep her
attention.
Addie will also be
using her graphic

drills to help us to know when to use them. (Put on the board two lists one
with ay and the other with ai). When you use an ai they are usually in the
middle of the word, lets look at our words see if I am right. Lets now
look at the ay: the ay comes at the end of the words. Does this happen??
(yes it does!) Great job at tearing apart the word!
What if I had the p- ,ai, - n on the board? Does this make a word? (I
think so!) Ok lets put the word back together. P-(make a pa sound) ai
(make long A sound) n (sound out the letters). What does the word
make? (Pain!) Great job! Could someone give me another example of a
long A using ai? (Gain, stain, etc.) Great job!
Lets do another one! What about l- and ay? What word does that make?
(Lay!) Great job! Could someone give me another example of a long A
word using ay? (Pay!) Great job guys.
What about d- and ai does that make a word? (Yes?) So close, but that is
not a word. Do we use ai at the end of the word or in the middle of the
word? (in the middle) Correct! You are right we use it in the middle so,
the correct ending would be? (ay) Great job guys! That was a tough one!
When doing the group activity we will have to make words using the ay
and ai. You will need to check with your group to make sure that they are
real words.
2. Group Activity: Class you will be working in groups of three with a
recorder, reporter, and materials manager. Each of you is assigned your parts
on your name tag: so everyone looks at your name tag to see which role you
have. Just as a reminder the reporter will be saying their answers out loud
when we go over the worksheet, and the recorder is the one who writes down
the words on the worksheet, materials manager is in charge of getting the
materials and putting back the materials. If the materials manager could come
up and get the two bags of cards and the worksheet from me, then we can
now start our group activity
In the baggies words are already torn apart: One baggie has letters that
can either be in the front of the word or at the end of the word, and then
the second baggie has the ai and ay long A sounds. Your jobs are to put

organizer to help
stay focused and
involved during
the class.

the words back together and write them on the worksheet I will give you.
You will have five minutes to build the words.
What were some words that you found? (say, train, main,etc.) Great job
guys! Were there some words that had the same endings? (Yes! May and
say had the same endings) Great job that is correct!
It looks like you guys really understand how to tear apart and build words
with different endings! Due to this, I think you are ready to move on to
the assessment.
3. Testing Knowledge: The students will begin the worksheet over ai and ay
endings, using the sentences provided. We will do the first two together as
examples and then they must do the rest getting 4 out of 6 correct.
Extension/Elaboration:
Extension: The students will use the long A sounds ai and ay, by writing five
sentences. They must use both long A sounds 3 times in the paragraph, and will
read theres out loud in their groups.
Elaboration: The students will be given cut outs of letters and a list of words.
They will need to sound out each letter and make the words on the list. The
students will then come to me and verbally say the words, as well as locate the ay
and ai in each word.
Closure:
Review: What words use the long A sound ai? (pain, gain, stain,etc). What
about the long A sound ay? (today, may, say,etc.). What are the two
strategies that help us remember when to use them when making words?
Praise: You guys did such a great job today working on tearing apart and
building words. Thank you so much for not touching the materials until I
said to and being respectful to your classmates during group work.
Anticipation: Tomorrow we are going to be magicians and magically put
together words using prefixes and suffixes! Its going to be a lot of fun!

Assessment:
The student will complete the worksheet over ai and ay ending words using
the sentences provided answering 4 out of 6 correct, after doing the first two
together in class.
Resources:
August, D., & Bear, D. R. et.al. (2011). Texas Treasures A Reading/Language
Arts Program (2nd grade teachers rd ed., Vol. 1, pp. 37H-61H). New York, NY:
Macmillan/McGraw-Hill.
August, D., & Gibson, D. L. et.al. (2011). Texas Treasures A Reading/Language
Arts Program 2nd grade Practice Book (p. 59-87). New York, NY:
Macmillan/McGraw-Hill.

I will give him some

extra time to finish it,
so that he does not
feel rushed.

I will focus more

on the work she
completes rather
than quality.