Bluefield State College

Lesson Plan with Accommodations

Name: Tiffany Reynolds Date: February 7th, 2016
Tuesday
Subject: Reading, Spelling, Grammar Topic: Unit 4 Look Again
Lesson 3
Grade: 2nd grade Length of Lesson: 1 hour 30
minutes
Introduction (Essential Question): The students show comprehension of the
story of the week, the vocabulary of the week, phonics and fluency of the week, and
the grammar, usage, and mechanics of the week.
Standard (s): 2.5 The student will use phonetic strategies when reading and
spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode
and spell words.
Goal(s):

Review /oo/ spelled oo.

Identify words with /oo/ spelled oo.

Specific Objective(s): At least 80% of the classroom will show understanding of

the words with /oo/ spelled oo by answering questions about their spelling words.
Method(s): Lesson on phonics for direct instruction, Skills Practice Worksheet and
Reading for guided practice, Skills Practice Worksheet for independent practice, and
Spelling Questions for assessment.
Materials: (including technology, internet sites) - Skills Practice Workbook and
Reading Textbook
Direct Instruction: For the direct instruction, I taught a lesson on /oo/ words
spelled with oo. I write four lines on a notecard to display on the overhead. The first
line says "look, book, and brook." The second line says "hook, shook, and foot." The
third line says "stood, good, and hood." The fourth line says "notebook, handbook,
and understood." I have the girls read the first line, the boys read the second line,
the whole class read the third line, and the girls again read the fourth line. With the
first three lines, I ask the students what are similar with the words and they answer
me with the /oo/ sound spelled with oo. With the fourth line, I ask the students what
kind of words they are. They answer me with compound words. I then ask them
what are compound words and they answer me with one word created by putting
together two words. I ask each student what two words are put together to make
the one word. For example, with the word handbook, I ask the students what two
words make up handbook and a student tells me the words hand and book. We then
move on to two sentences to be put up on the board. The first sentences says
"Brooke put on a hood to keep her head warm." With this sentence, I first ask the
students to identify the words that have the /oo/ sound spelled with oo. They then
tell me Brooke and hood. Since one of their spelling words are brook, I ask the
students what are the differences between the Brooke in the sentence and our
spelling word brook. This is when a student will tell me Brooke is a name, while
brook is a stream. The second sentence says "The cook used hot water to wash the
pots." I then ask the students to identify the word in this sentence that has the /oo/
sound spelled with oo. They then tell me cook.
Guided Practice: For the guided practice, the students did a worksheet from their
skills practice workbook. This worksheet reviews /oo/ sound and spellings. On the
front page, the students are given letters in parentheses and they have to write a
word on the blank with the words in the parentheses and the oo spelling pattern. For
example, (b,k) can be on one line. This is when the students should write book. I
gave the students a hint of writing the oo first before they try to put in the letters
from the parentheses. Another section, the students have to come up with words
that rhyme with the given /oo/ sounding word spelled with oo. For example, with the
word book, a student can write the word cook, hook, took, or nook. Another section
of the worksheet, students have to use the words that were in the last section to
plug into a sentence to have the sentence sound correct. For example, the students
are given the sentence "Our class is reading a _______ about animals and
camouflage." This is when the students should write in the word book. Another
guided practice for this lesson was the reading of the first half of the story "How to
Hide an Octopus and Other Sea Creatures." We read this by me, the teacher,
drawing names out of a jar. If a student's name is drawn they have to read the page
that we are currently on. If a child does not respect another child by talking while
they are reading, the disobedient student receives a consequence.
Differentiation: During the reading, I realize that some of the below grade level
students will not be able to pronounce some of the words within the story. I usually
give these students some time to try and pronounce the words themselves and if
they cannot pronounce them, then I tell them the word for them. When the students
are doing their skills practice worksheets, I help the students out as much as I can,
whether they have their hand raised for help or not. For the two focus students,
during the skills practice worksheet I circle problems for them to do, so they do not
get overwhelmed with the amount of work that is given to them.
** Lesson Closure: The main objective for this lesson was for students to identify
words with /oo/ spelled oo. For the direct instruction, a lesson was taught on the
phonics of the week, which are words with /oo/ spelled oo. For the guided practice,
the students do a skills worksheet page and read the first half of the story of the
week. For the independent practice, the students do another skills worksheet as
review. For the assessment, the students are asked questions about their spelling
words and their phonics connections. The materials for this lesson are skills practice
workbook and reading textbook.
Independent Practice: For the independent practice, the students do another
skills worksheet. This worksheet again reviews /oo/ sound words spelled with oo.
Students have to find out of their spelling words rhyming words for a certain word
that is given to them. For example, one section can say write the /oo/ words that
rhyme with cook. This is when the students will write the words look, shook, hook,
and brook. Another section, the students have to circle the correct spelling of a
word and then write out the correct spelling. For example, they are given the two
spellings "fute" and "foot." The students are expected to circle the correct spelling
and then write out the word in the blank. In another section, the students have to
take the underlined letter in a word and change it to the given letter to create a new
word. For example, the problem will say "cook + h" and the student will be expected
to answer with "hook."
Assessment: Evaluation of Lesson (objectives met?) For the assessment, I ask the
students questions about their spelling words. I call on individual students to spell
out the spelling words. After all of the spelling words are spelt out, I ask the
students to give me a sentence with each spelling word. Once the students give me
a sentence for each spelling word, we do the definitions for each spelling word.
**Lesson Reflection: When we read the first half of the story, it was shorter than
other usual stories. This had the students unhappy and wanted to continue on
reading. Other than this, I feel like the lesson went well.