Ms.

Sloop
February 16, 2023
Formal Observation Lesson Plan
Lesson/Curriculum Resource (Reading Block 2nd Grade)
Introducing the standard ELA .2.V.1.3 I can use different clues
and my own thinking to help me understand words I do not
know yet. Teacher will focus on context clues, word
relationships, and background knowledge.
Approximately 30 minutes in duration
Planning Standards-Based Lesson/Units
Standards Addressed:
Standard ELA. 2.V.1.3 I can use different clues and my own
thinking to help me understand words I do not know yet.
Student Learning Objective:
I can look at a vocabulary word, and read it in a sentence or
text, and be able to explain the meaning of the vocabulary
word.
The taxonomy level(s) for this lesson build upon the six levels of
Bloom’s Taxonomy. Students begin at level 1, Remember. As
they move from level to level, the depth of the questions
increase, and students will be able to use context clues when
they are reading a variety of texts. The fact that the students
can move through the different levels of Bloom’s allows the
students to deepen their knowledge in digestible bites.
Materials Required:
Anchor chart/poster
Vocabulary word posters-print or display on projector
Recording Sheet
Chart paper
Markers
Example chart for guided practice and independent practice
worksheet.
Lesson Introduction: I will introduce the learning goal and scale
we will be using throughout the lesson. I will introduce the
anchor chart.
Guided Lesson: (I do)
The teacher will start by writing “Get down” on the board. Ask
students what the word means. They will probably say to get
down…etc. I will play the song “Get Down on it” by Kool and
the Gang. Ask students to discuss the words/clues in the song.
Write some of the clues on the board and ask students what
“get down” means in the song. They should conclude that “get
down” means to dance. Explain to students that they used
context clues to figure out a different meaning of the words
“get down”. I will explain to students that there will be times
while they are reading or listening to a story that they might
not know the meaning of the word. We will practice using
context clues to figure out the meaning of the vocabulary
words. I will read the anchor chart that will give an examples of
context clues and explain how we found their meanings.
(We do): I will use the PowerPoint Presentation to show the
students how to do this skill and for them to practice. They will
have a graphic organizer that can be used with the PowerPoint
Presentation.
This activity will especially help my ELL and ESE students
because there are photographs to help them find the context
clues.
ELL students:
Jacob Walters 3-LY
Enkhai Dari B2-LY
Malachi Davis A2-LY
Troy Mclean 2-LY
Yesenisbeth Wys 3-LY
Samuel Joseph 1-LY (Ese and ELL)
Matthew Ramos (Ese)
Xzavier Perkins (504 plan)
Zayne El-Atari (504 plan)
(You do) I have some activities that are differentiated in their
Lexile reading level. Based on their STAR reading assessment,
and teacher observations, I will give teams/groups some
context clues phrases or passages to work together to figure
out the meaning of the context clues based on their reading
independent level. I will have some students practice the skill at
their center too. I do have some ESE students, who benefit
from repeating and clarifying directions, and providing several
opportunities for the students to demonstrate knowledge of
this new skill.

Closing the Lesson: I will review what the learning goal was and
ask the students to rate their level of understanding of the
concept based on the scale.

Assessment: The students will independently complete an

assessment based on context clues. The teacher will provide
feedback quickly based on the students’ answers and provide
feedback addressing how the students performed on the
assessment.

Special Incentive: Once students complete the week of learning

about context clues, we will celebrate successes with a fun yet
educational project where students will use context clues by
playing a silly word match up game. Students will use context
clues to figure out the meaning of made up/silly words.
Students will write their name on the “Wow Board” for positive
behavior and effort on the assignments.