Lesson Plan Form - LBS 400

Revised 08/05/14

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

Luis Lara ELA 2nd Grade 11/27/17
Standard:
R.F.2.3 Distinguish long and short vowels when reading regularly spelled one-syllable words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students are learning to distinguish how each vowel can blend with eachother.

II. LEARNING OUTCOME (Objective):

Given Phonics flip book, students will understand and decode regularly spelled two-syllable words with
long vowels by reading aloud different combinations of the words in the flip book.
DOK/Cognitive Rigor Level: 1-2

Language Demands Students are required to know the phonemes of each letter in the alphabet.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): Lesson before,
making the flipbook and reviewing each individual phonemic sound.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: Play a game, draw cards with words in them and ask them to Identify the different
phonemes. (May give renforcments)
Student friendly objective: By the end of our lesson you should understand and decode regularly
spelled two-syllable words with long vowels by reading aloud different combinations of the words
in the flip book.
Purpose: Students are learning to blend vowels together because it is essential to be able to expand
their vocabulary

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

Step #1: Show them how the flip work work

a. Show the flipbook
a. flip through it showing all the different combinations
b. Student response: Active participation, flipping book to the side I ask.

Step #2: Read some examples

a. Flip to (insert word)
a. Show the word
b. Student response: Active Participation
 Step #3: Read aloud the different combinations of vowels(I.e. -ea, -ie, -ect.)
a. Read this word with me (x-ea)
a. now read this word with me (y-ea)
b. Student response: active participation

Step #4: Show the second combination of vowels (I.e. -ea, -ie, ect.)
a. Now read (x-ie)
a. Now read(y-ie)
b. Read the word emphasizing the vowel sound
b. Student response: active participation

Step #5: Instruct the students to work in groups of 2 to read the rest of the combinations.
a. When I say go, get together with your partner and read the rest of the combinations together.
b. Student response: active participation

C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will work in groups of 2

reading the different combinations of words.

D. MATERIALS & RESOURCES: Markers, Scissors, Index cards, hole punch, rings.

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for active participation. Also, ask students to read some combinations
of your choosing.

Summative: Ticket out the door. Ask students to write one of the words in a sentence and to draw a
picture showing what the word is.

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

Instruction, Practice): Any accommodations that any student may need will be written in their
IEP's. If students need further assistance, accommodations should be made. For students who need
modifications, the first syllable of the word may be read to them before they attempt to read the
word.
VII. HOMEWORK (if appropriate):
With a family member, find something in their home that has two vowels that blend in its name.
Draw a picture of it.