Teacher Candidate: Paige Wodarczyk Subject/Grade/Program Type: ELA second grade inclusive

classroom
Date: 1/16/24 Title of the Lesson: Super Sounds! How kn and wr Words
Power Up Your Reading
Lesson Essential Question: How can recognizing the sounds and Topic or Big Idea: Decoding Strategies for kn and wr Words
patterns of kn and wr words help us make stronger inferences and
predictions while reading?
Unit Essential Question: How do different language features, like
similar-sounding words, contribute to the overall meaning of a text?

Introductory/Acquisition Extending Thinking Lesson Assessment Lesson

Lesson ● Phonics and Spelling ● Observe students' participation in activities and
Video Lessons Teach decoding and discussions.
● Daily Routine encoding kn/n/ and wr/r/ ● Collect and review the worksheets.
● Word Work words ● Assess students' understanding of the lesson through
Daily Routines ● Word Work Book informal questioning and short reading quizzes.
● Decoding ● Sound-Spelling Card kn
● Spelling ● Sound-Spelling Card wr
● 2
Spelling
Introduce the Spelling List
● Word Work Book
Fluency
Guide practice observing
punctuation (dashes)
● POW! BOOM! (view only)
● POW! BOOM! (interactive
Student Learning Outcome(s):
Phonics:
Read words with kn/n/ and wr/r/ sound blends accurately and fluently.
Identify and distinguish between in and we words.
Spelling:
Spell words with kn/n/ and wr/r/ sound blends correctly.
Spell homophones accurately, demonstrating understanding of their different spellings.
Reading Fluency:
Read grade-level informational text with proper intonation, expression, and appropriate pace.
Reread sentences and paragraphs with improved fluency and accuracy.
Comprehension Strategies:
Use context clues to determine the meaning of unknown words.
Ask and answer questions about the informational text to demonstrate understanding of key details and main ideas.
Sequence events or steps in the informational text.
Standard(s):
Reading Standards:
● RF.2.3e: Identify words with inconsistent but common spelling-sound correspondences.
● RF.2.4: Read with sufficient accuracy and fluency to support comprehension.
● RF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Language Standards:
● L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
● L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
● L.2.2d: Generalize learned spelling patterns when writing words (e.g., cage to badge; boy to boil).
● L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Speaking and Listening Standards:
● SL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking
one at a time about the topics and texts under discussion).
Reading Informational Text Standards:
● RI.2.1:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
● RI.2.10:
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 2 and 3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 ● RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in
a text.

Relevance/Rationale:
”Imagine a second grader encountering words like knight and write in the same sentence. The similar sounds can create a stumbling block,
potentially leading to misinterpretations of the story's meaning. This lesson tackles this specific hurdle by empowering students to differentiate
between these twin trouble words through context clues, meaning analysis, and understanding author's intent.” (Bard)
Statement of Language Objective:
Analyzing context clues and sentence structure, second graders will decipher and utilize kn and wr words (e.g., "know/write") within grade-level
informational text, both in reading comprehension and written expression.
Statement of Adult Roles:
● Lead Teacher: me
○ Ignition: Introduces the lesson objectives and blasts off into a captivating activity that primes students for spelling and reading
comprehension adventures.
○ Navigation: Guides the whole-group discussion, steering the conversation with thought-provoking questions and ensuring all
students are buckled in and engaged.
○ Challenge Zone: Commands the higher-level reading group, fueling their minds with challenging tasks and personalized
instruction to propel them to new heights.
○ Teamwork: Collaborates with the Co-Teachers to craft and execute the lesson plan, ensuring a smooth flight for all learners.
Ground Control:
● Co-Teachers: Kristi and Barb
○ Targeted Landing: Provides personalized support to the lower-level reading group, using leveled texts and scaffolding
techniques to help them land softly on their reading journeys.
○ Orbiting Support: Circles the classroom during individual reading sessions, offering a helping hand and insightful feedback to
keep students on course.
○ Resource Manager: Ensures smooth operation by managing materials and whiteboards, keeping the learning fuel flowing
efficiently.
○ Collaborative Mission Specialist: Works alongside the Lead Teacher to adapt the lesson and address any unexpected
turbulence, ensuring all students reach their destination.

Do Now / Warm-up:
Use the interactive whiteboard version of the routines, or follow these instructions.
Decoding
Have children read aloud rows 4 and 5 from page 30 of the Big Book of Decoding.
Ask them which word in row 5 rhymes with ranger. (danger)
nicest, gigantic, center, dancer, princess, excellent, danger, imagine
● “Let's crack open the Big Book of Decoding on page 30 and journey through rows 4 and 5 together! Get ready to unleash your reading
superpowers as we decode each word like expert detectives.”
Spelling
Dictate the words and sentences. Help children check their spelling and fix any
mistakes.
nicest center danger ranger
● “Time for a spelling challenge! Grab your pencils and listen closely as I reveal a list of words to test your word mastery. Write them
down, and we'll team up to check for any sneaky spelling gremlins that try to sneak in!”
Writing
Read the sentence starter. Have children copy and complete it as an Independent Activity.
The dancer stood on her toes.
● “Now it’s time for our sentence. I'll say it first then you all can say it with me. The dancer stood on her toes. The dancer stood on her
toes. 6 words make sure you have what you need in the beginning and the end of a sentence.

Teacher Directed Activities:

Engage and Review:
● Have children read and discuss words on the spelling list. Point out the spelling list on page 90. Ask what sound the letters kn stand
for when these letters appear at the beginning of a word. (/n/) WORD WORK Have children repeat and spell the words in the first
group aloud. Ask children how the words are alike. (They all start with a silent k followed by the letter n. Each word starts with the /n/
sound.) Tell children they will have to remember the silent k when they read and spell these words. Point to the second group of
words. Have children tell what sound the letters wr stand for at the beginning of a word f/) and point out that the w is silent. Have
children read aloud and spell the words in the second group. Review how the words are alike. (They all start with a w that is silent
because it is followed by the letter I. Each word starts with the /i/ sound.) Remind children they will have to remember the silent w
when they read and spell these words. Point out the words know and knew in the first group. Tell children these words are verbs that
have similar meanings. Explain that we use know to refer to an action happening in the present and knew to refer to an action
happening in the past. Use both words in context sentences with time clues to illustrate the difference. Repeat these steps with the
words write and wrote in the second group.
 ● Have children read, spell, and discuss the words on the spelling list. Point out the spelling list on page 90. Ask what sound the letters
kn stand for when these letters appear at the beginning of a word. (/n/) WORD WORK Have children repeat and spell the words in the
first group aloud. Ask children how the words are alike. (They all start with a silent k followed by the letter n. Each word starts with the
/n/ sound.) Tell children they will have to remember the silent /k/ when they read and spell these words. Point to the second group of
words. Have children tell what sound the letters wr stand for at the beginning of a word f/) and point out that the w is silent. Have
children read aloud and spell the words in the second group. Review how the words are alike. (They all start with a w that is silent
because it is followed by the letter I. Each word starts with the /i/ sound.) Remind children they will have to remember the silent w
when they read and spell these words. Point out the words know and knew in the first group. Tell children these words are verbs that
have similar meanings. Explain that we use know to refer to an action happening in the present and knew to refer to an action
happening in the past. Use both words in context sentences with time clues to illustrate the difference. Repeat these steps with the
words write and wrote in the second group.
Reading for Meaning:
● Introduce the story. Display Reader pages 124 and 125, and have children turn to the pages. Ask what game Sal and Cass are
playing (soccer) and which of Ms. Blossom's students is a soccer star. (Alec) Have children predict what the story is about. (soccer
practice or a soccer game) Discuss and model how to observe punctuation when reading, focusing on dashes. Remind children that
when they read, it is important to pay close attention to punctuation marks. Draw attention to the dashes in sentences on pages 124
and 125. Explain to children that this mark is called a dash, and it sometimes appears in the middle of a sentence. Tell children that
when they see a dash, they should pause briefly, as they would for a comma. Explain that they should also read the words after the
dash in a slightly louder voice for emphasis. Demonstrate this as you read the second paragraph aloud.
Teacher-Monitored Activities
● Point to the first picture and ask children what it shows. (yarn and knitting needles) Read aloud the clue. Ask children which word
listed rhymes with fit and tells something you can do with yarn. (knit) Then ask what sound is heard at the beginning of this word (/n/)
and what letters stand for this sound. (kn) Write the word knit under the picture and have children do the same. Point to the second
picture and ask children what it shows. (a kid at a desk) Read aloud the clue. Ask children if they can find the word in the box that
says what the kid is doing and begins with the /i/ or /n/ sound. (write) Then ask what sound is heard at the beginning of this word (/r/)
and what letters stand for this sound. (wr) Write the word write under the picture and have children do the same. Check and correct.
Have children read and spell aloud the words they wrote. Let them fix mistakes. Tell them they'll complete the page as an Independent
Activity. Introduce Sound-Spelling Cards for kn and wr. Have children read aloud the word on each card. Point out that the blue letters
remind them that kn stands for /n/, as in knight, and wr stands for /1/, as in write. Keep the cards displayed so children can refer to
later.
● Have children circle words with kn/n/ and wr/r/ Read aloud the directions at the top of the page. Then read the first sentence with
children. Ask which word in the sentence begins with a letter that is silent (know) and which letter is silent. (k) Circle the word and
have children do the same. Repeat these steps for item 2 to have children identify which word begins with a silent letter (wrote) and
which letter is silent. (w) Tell children they will complete items 3-7 as an Independent Activity. Point out that some sentences may
contain more than one word that begins with a silent letter. Have children write words with kn/n/ and wr/r/ Read aloud the directions
above item 8. Explain that children will read each clue and write a word that goes with the clue. Tell children that for this activity, all of
the words will be from their spelling list. Then read the clue for item 8 with children. Ask if children can think of a word that rhymes with
white and begins with wr. (write) Write the word and have children do the same. v、 Check and correct. Have children say and spell
the word they wrote to complete item 8. Tell children they will complete items 9 and 10 as an Independent Activity. Point out that the
answers will appear on their spelling list, so they can use the list to make sure they have spelled the word correctly.
● Story: Have children read and discuss the story. Call on different groups to read paragraphs aloud. Then discuss the story.

Practice Activities, Refinement, and Extension

Spelling: Ready to unleash your inner word ninja? Grab your trusty workbooks and let's conquer those tricky kn and wr words on pages 89
and 90! We'll tackle the "I do" activities together, mastering each letter combination like a spelling champion. Remember, these words might
seem sneaky, but with a little practice, they'll be begging to be spelled perfectly!

Reading Refinement: Calling all super readers! Gear up in your small groups and prepare to revisit the epic saga of "Wear Your Helmets!"
Remember, practice is the secret fuel for reading rockets, so don't hesitate to zoom back in and refine your skills. Whether it's polishing your
decoding chops or blasting through comprehension questions, this is your chance to become a reading master of the galaxy!

Comprehension Challenge: Unleash your inner text detective and prepare for the SUPER comprehension page! This is your chance to
showcase your understanding of "Pow Boom" like a true reading hero. With bravery and brilliance, complete all the activities and prove you're
the champion of comprehension! Be warned, this mission might require some critical thinking and problem-solving skills, but your reading
superpowers are more than up to the challenge!

Assessment/Closure Formative Assessment: Closure Activities: Summative

Assessmen

TEST DIRECTIONS Unit 7 Progress Test
Children can take the first and second parts of
this test online, following the audio directions.
Follow the directions below to administer the
entire test or just the fluency part on paper. The
fluency part should be administered to one child
at a time.
Grammar, Usage, and Mechanics
Objective: Dialogue punctuation, commas in
dates and place names
Introducing the test. Ask children to find the box
with the star in the corner. Explain that the
underlined part of the sentence may have an
error and if it does, one of the answer choices
shows how to correct it. Read the sentence
aloud. Tell children to look at the answer
choices. Point out that the circle next to the first
answer choice is filled in to show it’s the correct
answer. Discuss why it’s correct (The words
someone said should be inside quotation
marks. A comma comes after said.) Start the
test. (Say the instructions):
Read each sentence. Look at the answer
choices. Fill in the circle next to the answer
choice that shows how to write the underlined
part of the sentence correctly. If the sentence is
already written
correctly, then fill in the circle next to “No
mistake.”
Comprehension
Objective: Read and comprehend an
informational text
Introducing the test. Explain that this part of the
test includes an informational text to read and
questions to answer about it. Have children find
the title of the text on the first page and read it
aloud with you. Then point out the questions on
the second page.
Start the test (Say the instructions): Read the
text. Then read each question and the three
answer choices. Fill in the circle next to the
answer you think is correct. If you are not sure,
you can reread the text to find the answer.
Fluency
Objective: Read an informational text with
fluency and understanding
Introducing the test. Give a child the Student
Page for this part of the test. Explain that the
page has an informational text for the child to
read aloud to you for one minute. Read the title
aloud together.
Start the test. (Say the instructions): Put your
finger under the first word in the text. Begin
reading the text when I tell you to and keep
reading until I say to stop. You probably won’t
finish reading the whole text, and that’s okay.
Monitor and record observations. Have the child
read from the Student Page. Start timing as
soon as the first word is read. Follow along on
Scoring Oral Reading Fluency
While a child’s oral reading is still
fresh in your mind, make notes on
the Teacher’s Recording Sheet
about reading behaviors you
observed and the child’s retelling of
the important parts of the text read.
Then calculate the child’s words
correctly per minute (WCPM)
reading rate. Take the total number
of words the child reads in a minute
and subtract the number of errors
the child made to get the WCPM
score. (Note: Advanced readers
may finish reading a passage
before the minute is up. In that
case, calculate the WCPM the
same way, but add a plus sign after
the number to indicate the child’s
actual rate is a bit higher.)
On the Teacher’s Recording Sheet,
circle one of the marks to indicate
whether the child’s fluency and
comprehension during the test
exceeded (+), met (-+), or was
below (–) expectations.
Base the score in part on the
child’s WCPM rate, which is an
indicator of reading accuracy and
automaticity. Use the WCPM
benchmarks in the charts below to
help you evaluate the child’s
WCPM. Also take into account the
child’s smoothness and use of
appropriate phrasing during the
reading, as well as comprehension
of the text as demonstrated by the
child’s retelling of what was read.
Be aware that children’s WCPM
and other fluency skills may
fluctuate from test to test. Some
children may not be as fluent when
reading informational text with
unfamiliar topics. Other children
may be less fluent when reading
dialogue in literary texts.
There are two classified students in
the class who are provided
accommodations and
modifications. For these students I
will consider their iep goals and
base their grades more off of that.
For example, if their goal is to
pronounce 50 percent of the words
correctly and they do, then the
student will receive a +.
t
Decoding
Homework Have each
child reread
each
Explain the spelling test and column of
Backpack Pages. Let children know words
when they'll have a test on the several
spelling words. (It's in Lesson 5.) times
Tell them they will practice spelling
Spelling
these words in class and on Distribute
Backpack Pages they'll take home. handwriting
paper play
Backpack Page audio clip
for each
item which
WORD WORK (have children read dictates a
and discuss story) Call on different word or a
groups to read paragraphs aloud. sentence for
Then discuss the story. students to
write
Understand vocabulary If Cass
dribbled the ball, it means she Help them
moved the ball forward with little check their
kicks. Blasted usually means spelling and
something exploded. There is no fix any
real explosion happening, so what mistakes.
does it mean to say Cass blasted
the ball into the goal? She gave it a
powerful kick. Dynamite is a material
that can explode easily. Why do you
think the other team is called the
Dynamites? They are very powerful
like an explosion. They are
undefeated, which "Maybe," said
Cass. "But we have to play the
Dynamites next Saturday. They're
undefeated. Ana
Marco is their star, and she's fast,
strong, and smart." "We'll still win,"
said Sal as he
bounced the ball from knee to knee.
"We're good." WHOOSH! Quick as a
flash, Cass snatched the ball from
Sal. "We may be good," she said,
"but-" WHOMP! Cass kicked the ball
and sent it flying. "Ana is dynamite."
means they have not lost any
games. Understand characters;
Make inferences Who is the
Dynamites' soccer star? Ana Marco
Does Cass expect to win when they
play against Ana and the
Dynamites? She is not sure. Why
does she think they might not? The
Dynamites are a very strong team.
The Superkids might not win against
them
even with Alec on their team.
 the Teacher’s Recording Sheet. Circle any
words the child misreads or omits. (Don’t mark
self-corrected, inserted, or repeated words as
errors.) If the child hesitates more than three
seconds on a word, say the word and circle it
as an error. Stop the child after reading for one
minute. Mark the last word read. Have the child
retell the important parts of what he just read.

Resources/Materials:
● SuperKids Hit Second Grade Unit 7 resources (teacher guide, workbook, reader)
● Ms. Blossom's Spelling Notebook
● Smartboard or projector
● Brightly colored flashcards or manipulatives for homophones
● Audiobooks (optional)
Access for All:
Visual Learners:
● Use brightly colored flashcards or manipulatives for letter bonds.
● Highlight key words and phrases in the reading materials.
Auditory Learners:
● Use chants, rhymes, or songs to reinforce homophones and reading comprehension skills.
● Encourage students to read aloud and discuss their understanding with partners.
Kinesthetic Learners:
● Act out the meaning of words using body language and facial expressions.
● Create physical representations of vocabulary words, such as building models or drawing pictures.
● Allow students to stand up and move around the classroom while reading or completing activities.
Modifications for Students with Learning Differences:
● Provide extended time for reading and completing tasks.
● Break down tasks into smaller, more manageable steps.
● Use graphic organizers and other visual aids to support comprehension.
● Offer pre-teaching of key vocabulary words and concepts.
● Allow students to use assistive technology, such as audiobooks
Differentiation:
Below-Level Group (red group)
First, read aloud and discuss the text. Read aloud a SUPER article or chapter of a Book Club book to children. After reading a page, ask the
comprehension questions from the lesson that you think are most critical for helping children understand the text. Next, help children decode
difficult words. Select a section of the text, perhaps two or three pages, for the group to focus on. On the board, list words from the section
that you think children might have difficulty reading. Multisyllabic, irregular, or unfamiliar words may be difficult for this group. Help children
blend the sounds to read the decodable words several times. Read aloud the irregular words, and have children repeat the words a few
times. Then, read the text aloud together. Have children follow along as you slowly read aloud
one or two sentences at a time from the section of the text. Read the same part aloud chorally with children, and then call on a child to read it
aloud to the group. Provide help as needed with decoding words and recognizing irregular words. Continue in the same way until the group
finishes reading the section and every child in the group has read aloud individually at least once.

On-Level Group (green group)

First, have children read aloud. For each page of a SUPER article or chapter of a Book Club book, have children take turns reading aloud
several sentences or a paragraph. As needed, assist with decoding and recognition of irregular words. If a child stumbles over more than one
or two words, have the child read the whole sentence aloud again so that the meaning is clear. After children have read a page aloud, you
may want to read it aloud again yourself or together with children to ensure they hear the sentences read fluently without the stops and starts
of different readers. Then, discuss the text. After reading a page, ask the comprehension questions from the lesson that you think are most
critical for helping children understand the text. Reread and explain parts of the text as needed to clear up any confusion.

Above-Level Group (blue group)

First, have children read the text. Ask children to read the SUPER article or chapter of the Book Club book to themselves before meeting with
their group. During group time, have them take turns reading aloud a paragraph or a page. Encourage children to read the text smoothly with
natural expression. Model this occasionally as you read a paragraph aloud. Then, discuss the text. Pause after each page is read to ask the
comprehension questions in the lesson. As appropriate, have children reread parts and cite evidence from the text to support their answers.
Reflection:

Teacher Candidate: Paige Wodarczyk Subject/Grade/Program Type: Kindergarten intervention

Date: 1/30/24 Title of the Lesson: Race car
Lesson Essential Question: How can we blend individual sounds to Topic or Big Idea: Blending letters together to make a word
form CVC words?
Unit Essential Question: How can we use our knowledge of letters
and sounds to unlock the secrets of words?

Introductory/Acquisition Lesson Extending Thinking Lesson Assessment Lesson

Flip through flashcards of letters to Students draw a picture of cvc words of Teacher will take note of students' improvement on letter
review sounds and letter recognition. their choice to demonstrate their recognition, blending skills, fine motor skills, and
The letters will be in the upcoming understanding of the word and have handwriting. (intervention plan)Teacher will guide students
words them practice their fine motor skills. throughout the process and allow students to make
(intervention plan) mistakes but will correct student and have them repeat the
process the correct way.
Objectives:
Phonological Awareness:
● Students will be able to identify and manipulate individual sounds in spoken words (phonemes).
● Students will be able to segment spoken words into individual sounds (phonemic segmentation).
● Students will be able to blend individual sounds together to form spoken words (phonemic blending).
Letter-Sound Recognition:
● Students will be able to associate each letter with its corresponding sound(s).
Decoding:
● Students will be able to sound out (decode) individual CVC words by blending the sounds of the letters.
● Students will be able to read CVC words accurately and fluently.
Encoding:
● Students will be able to spell CVC words by segmenting the sounds writing the corresponding letters.
● Students will be able to write CVC words accurately and legibly.
Fine motor: (intervention plan)
● Will be able to drag manipulatives in a straight line
● Will be able to keep majority of coloring inside the lines
Standard(s):
● RF.K.2.A: Know and produce all letter sounds (consonants and short vowels).
● RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant,
or CVC) words (except for CVCs ending with /l/, /r/, or /x/).
● RF.K.3: Know and apply letter-sound relationships (consonants and short vowels) to decode regularly spelled one-syllable words.
● RF.K.4: Read high-frequency sight words by sight.
Relevance/Rationale:
This lesson incorporates a fun and engaging race car theme to provide targeted practice in blending CVC words for two students who are
struggling with this skill. They often have difficulty isolating and manipulating individual sounds in words, making it challenging to decode CVC
words fluently. The race car activity will use manipulatives and movement to reinforce letter-sound correspondences and promote active
participation, helping them overcome these challenges and build confidence in reading. To add on to, they also need to work on their fine motor
skills. By incorporating manipulatives into the activity, the students are able to work on their hand movements and the ability to move the
manipulative in a straight line. The student will also have the opportunity to draw and color throughout the lesson. This will give the student
practice of staying in the lines, holding a crayon, and using the coloring motion.
Both students have in their intervention plans that the need work with fine motor skills in areas such as holding a pencil, cutting, tracing, gluing,
and coloring
Statement of Language Objective:
Students will segment, blend, and pronounce CVC words, focusing on accurate production of short vowel sounds.
Statement of Adult Roles:
Me:
● Provide explicit instruction on blending CVC words and model correct pronunciation.
● Offer differentiated support to students based on their individual needs, such as assisting with writing, guiding them while dragging the
car, (intervention plan) and providing pronunciation guidance.
● Keep students engaged and on task through positive reinforcement, clear expectations,and adapting the activity as needed.
● Informally assess student progress by observing their participation,accuracy in blending and pronouncing words, and their ability to
complete the activity independently. If necessary, draw dots to trace letters (intervention plan) and provide additional scaffolding.
Mrs. Horner:
● Closely monitor students' progress throughout the activity, taking notes on their individual strengths, challenges, and areas for
improvement.
● Observe lesson and look for areas of improvement that are needed from the children and the teachers teaching style.
Do Now / Warm-up:
● Briefly explain the activity: Students will practice identifying letter names and sounds.
 ● Teacher flips through a stack of letter flashcards. Teacher will have both students read letters at same time so they both practice all the
letters
● For each letter:
○ Ask the students to name the letter.
○ Ask the students to say the sound of the letter.
○ If correct, the students keep the card.
○ If struggling, provide a word starting with that letter, emphasizing the sound (e.g.,"Tttttt... turtle!").
○ Show the corresponding picture card to aid understanding.
○ If letter is incorrect, will be placed in the back of the deck to be asked again
● Briefly discuss any common challenges or celebrate successes.
Teacher Directed Activities:
Introduction: (words sat and sag)
● Briefly explain the activity and connect it to the learning objective of blending CVC words. Share how the speed of the car will represent
the speed of pronunciation.
Modeling Slow Blending:
● CVC words are prewritten on the race car boards, and will read the words from left to right to enforce the correct way to read.
● Slowly say each individual sound in the word, pausing briefly at each letter and stopping the car at each corresponding point on the
board.
● Emphasize the short vowel sound while saying it slowly.
● Gently move the car forward slightly with each sound.
Gradual Blending:
● Say the same word again, gradually blending the sounds together while slowly increasing the car's speed.
● Encourage students to repeat the word along with you, mimicking the gradual increase in speed.
Fast Blending:
● Read the word fluently and demonstrate by quickly moving the car across the board.
● Ask students to repeat the word with you at this normal pace.
Guided Practice:
● Repeat steps once more using a different CVC word.
Teacher-Monitored Activities
Independent Reading: (students will finish the race car board, going over two more cvc words) (words sog and Doc)
Encourage students to read CVC words on board as they roll the car across each word. This allows them to connect spoken sounds with written letters while visually
tracking the car's movement.
Provide positive reinforcement for successful attempts.
Students will work together to read words and will say the words together
Encouragement and Scaffolding:
Gently encourage students who hesitate or struggle with a word. Say, "Can you try sounding out the first letter?"
If needed, demonstrate blending by slowly saying each sound of the word with the student, stopping the car at each letter. Have the student repeat after you, gradually
increasing the speed as they gain confidence.

Practice Activities, Refinement, and Extension

● Observe students during the different activities and provide individual feedback on their blending skills. Also will use students' choice of
word as an exit ticket.
● Students will then draw a picture of their chosen word if there's time

Words for teacher to write: lid and log

Students can choose a word from unit 8 row 1

Teacher will now use a bank board instead of using the board with the pre-written cvc words. Teacher will choose two and will guide students on
how to write the words on their own for the next part. Teacher will write two words from a blending book while receiving the motions that need to
be made for each letter. Students will then repeat the process from earlier and blond the cvc words. Students will be able to choose a cvc word
from a designated column from the blending book. Students then one at a time will each write cvc words on their board. Students will be able to
copy words from book and teacher will review how to write certain letters if necessary. Teacher will see if the student is able to blend words on
their own and will encourage the student to do so. Students will then be provided a paper with crayons to draw a picture of the word. This will
demonstrate students' understanding of the word, allow the student to practice their fine motor skills and show off their creativity. (intervention
plan)
Assessment/Closure Formative Assessment: Closure Activities: Summative Assessment:

Activity: Students will

Measure ability to: unleash their creativity by
Observing and Measuring Growth in choosing and illustrating To assess students' mastery of blending
Blending Skills: their own CVC words. CVC words, I will utilize a multi-faceted
approach:
● Segment ● Draw pictures to
words into Throughout the CVC word blending illustrate their
individual lesson, incorporating formative chosen words. ● Informal Observation:
sounds assessment strategies allows you to gain (intervention plan) Throughout the lesson, I will
● Blend insights into individual student progress closely observe students'
individual and adjust instruction accordingly. participation in activities, noting
sounds Benefits: Promotes their ability to:
together to wordplay, reinforces ○ Segment words into
● During the letter card individual sounds.
form words letter-sound relationships,
identification warm-up,observe ○ Blend individual
● Read CVC and encourages
students' speed and accuracy sounds together to
words independent thinking
as they name each letter. form words.
accurately ● Observe students' ability to read
and fluently ○ Read CVC words
CVC words accurately and accurately and fluently.
● Pronounce fluently during independent
short vowel ○ Pronounce short vowel
practice. Look for signs of sounds correctly.
sounds hesitation, mispronunciations, or
correctly ● Formative Assessment Data: I
difficulty blending individual will review data collected
sounds. throughout the unit, such as
participation in CVC word
games and completion of
worksheets. This data will offer a
wider picture of their progress
and areas for improvement.
● Maddox and Carson

Resources/Materials:
● Race car
● Blending book
● Race car track
● Markers
● White board
● Crayons
● Paper
Access for All:
● Prior to the lesson, we will review the previously introduced CVC words and individual letters used in the activity. This ensures all
students begin with a common understanding and can access the activity effectively.
● The activity offers various opportunities for differentiated practice. Students can read at their own pace and choose words from
different difficulty levels. Repetition through repetition reinforces learning.

Differentiation:

● Students can choose words from different levels of difficulty based on their individual needs and comfort level. This ensures they
are challenged appropriately without feeling overwhelmed
● I will provide individual support and scaffolding to students who need additional help, ensuring they can participate actively and
learn effectively.
● If I notice that one student is struggling more than the other, I will start to have them say the words individually to work with the
struggling student more. Will also have possible struggling students repeat cvc words individually after word is said as a group to
ensure his understanding.
 ● Will assist students in holding and moving race car if necessary (intervention plan)

Reflection:

Teacher Candidate: Paige Wodarczyk Subject/Grade/Program Type: second grade inclusive classroom
Date: 2/14/24 Title of the Lesson: Superkids Suffix Showdown: -ful vs. -less
Lesson Essential Question: How do the suffixes "-ful" and "-less" Topic or Big Idea: Focus on the mechanics of how these suffixes
act like magic wands, transforming the meaning of words? change the base word, exploring patterns and pronunciation changes.
Unit Essential Question: How do tiny word endings, like suffixes,
have the power to completely transform words and our
understanding of them?

Introductory/Acquisition Extending Thinking Lesson Assessment Lesson

Lesson Phonics and Spelling ● Observe students' participation in activities and discussions.
Video Lessons Teach suffixes ful and less ● Collect and review the worksheets.
● Daily Routine ● Word Work Book ● Assess students' understanding of lesson through informal
● Word Work ● Sound-Spelling Card full questioning and short reading quizzes.
Daily Routines ● Sound-Spelling Card less
● Decoding Introduce the Spelling List
● Spelling ● Word Work Book
Fluency

Guide practice observing punctuation

(dashes)
● Letters About Golly
Student Learning Outcome(s):
Phonemic Awareness and Phonics:
● Segment and blend sounds in words ending in "-ful" and "-less".
● Identify the short vowel sound in "-ful" and the long vowel sound in "-less".
● Decode unfamiliar words with "-ful" and "-less" by sounding them out.
Spelling:
● Spell words ending in "-ful" and "-less" accurately in dictation and writing activities.
● Apply spelling rules for "-ful" and "-less" to new words.
● Proofread and correct misspelled words with "-ful" and "-less".
Grammar, Usage, and Mechanics:
● Explain the meaning of the suffixes "-ful" and "-less" and how they change the meaning of words.
● Use words with "-ful" and "-less" correctly in sentences to convey different meanings.
● Identify and distinguish between words with similar meanings that differ only by the suffix (e.g., happy/joyful, hopeless/joyless).
Fluency:
● Read grade-level texts with accuracy and expression, paying attention to words with "-ful" and "-less".
● Practice reading with appropriate phrasing and intonation, including emphasis on words with "-ful" and "-less" to convey intended
meaning.
● Read aloud with fluency and confidence, demonstrating understanding of the text.
Comprehension:
● Identify and explain how the suffixes "-ful" and "-less" affect the meaning of words in text.
● Use context clues to determine the meaning of unfamiliar words with "-ful" and "-less".
● Make connections between the text and personal experiences related to words with "-ful" and "-less".
Vocabulary:
● Define and understand the meaning of 10-15 new words with the suffixes "-ful" and "-less".
● Use the new vocabulary words with "-ful" and "-less" correctly in spoken and written communication.
● Identify synonyms and antonyms for words with "-ful" and "-less" to expand vocabulary knowledge.
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Standard(s):
READING:
● RF.2.3d: Read and write words with suffixes "-ful" and "-less" accurately, fluently, and with understanding in grade-level texts,
demonstrating knowledge of their impact on meaning.
● RI.2.1/RI.2.10: Analyze how the suffixes "-ful" and "-less" change the meaning and connotation of words in grade-level informational
texts, using evidence from the text to support understanding. SL.2.1: Engage in collaborative discussions and debates about the impact
of "-ful" and "-less" on the meaning, tone, and overall message of grade-level texts, actively listening and respectfully considering
diverse perspectives.
VOCABULARY:
● L.2.6: Use words with suffixes "-ful" and "-less" to craft vivid descriptions, express emotions with nuance, and enhance the clarity and
impact of written and spoken communication.
● L.2.4: Use context clues, dictionaries, and other resources to independently determine the meaning of unfamiliar words with "-ful" and
"-less", expanding vocabulary knowledge and understanding.

Relevance/Rationale:
Superkids
● Tailored learning in SUPER magazine and Book Club maximizes student engagement and understanding.
● Daily writing activities reinforce skills and prevent misconceptions from becoming ingrained.
● Exposure to diverse literary and informational texts through Superkids enhances listening comprehension.
● Daily routines, reading groups, and informal observations provide valuable insights into individual student needs.
● Fostering communication and practice at home strengthens learning outcomes.
● Superkids eliminates the need for additional materials, covering spelling, handwriting, grammar, and writing composition.
● Daily routines allow immediate assessment and intervention for decoding, spelling, handwriting, and editing.
● The Reader and Word Work Book ensure mastery of essential reading and spelling skills before moving on.
● Daily writing activities provide instruction, application, and practice of essential skills in various genres.
Suffixes
The study of suffixes is essential for second-graders because it strengthens their understanding of word meaning and construction, promotes
vocabulary development, and fosters greater independence in reading and writing. By analyzing how suffixes change the meaning of base
words, students develop essential decoding and spelling skills, gain the ability to infer word meaning from context, and expand their expressive
vocabulary. Additionally, understanding suffixes prepares students for more complex language concepts they will encounter in later grades.

Statement of Language Objective:

By the end of the lesson, second graders will be able to:
● Identify and explain the meaning of the suffixes "-ful" and "-less" in context, using the vocabulary words "adopt" and "cabin" as
examples.
● Use context clues and sentence structure to determine the meaning of unfamiliar words with "-ful" and "-less" in a grade-level
informational text.
● Compose sentences using the vocabulary words "adopt" and "cabin", incorporating "-ful" and "-less" suffixes to express different
meanings and nuances.
https://gemini.google.com/app
Statement of Adult Roles:
Lead Teacher: me
● Launch the lesson with an engaging activity that sparks interest for spelling and reading adventures.
● Navigate the conversation with thought-provoking questions, ensuring all students are engaged.
● Challenge the blue or green reading group with personalized instruction, propelling them to new heights of understanding.
● Collaborate with the co-teacher to design and execute a seamless learning experience for all students.
Co-teacher: Mrs. Oldrati
● Guide the red reading group with leveled texts and scaffolding techniques, helping them land confidently on their reading journeys.
● Offer timely assistance and insightful feedback to keep students on course during individual reading sessions.
● Manage materials and whiteboards efficiently, keeping the learning engines running smoothly.
● Adapt the lesson and address any unexpected challenges, ensuring all students reach their learning destinations.

Do Now / Warm-up:
Use the interactive whiteboard version of the routines, or follow these instructions.
Decoding
Have children read aloud rows 3 and 4 from page 39 of the Big Book of Decoding. (Explain that to meddle means to interfere in an annoying way,
and a toddler is a small child just learning to walk.
Words:
● swell
● bill
● gull
● odd
● meddle
● fiddle
● filling
● jelly
● toddler
Spelling
Dictate the words and the sentence. Help children check their spelling and fix any mistakes. ruffle
Words:
● hassle
● tussle
● saddle
● press
● cuddle
Sentence:
● Packing for a trip can be a big hassle.
Editing
Copy the sentence on the board. Guide children in finding and fixing the two errors.
Have them copy the corrected sentence as an Independent Activity.
miss cuddling
Sentence:
● We will mis cudling with Golly.
Correction:
● We will miss cuddling with Golly.

https://myzbportal.com/learning/products/superkids/teacher/SK2017/Grade2/lesson
Teacher Directed Activities:
Workbook
Teach suffixes -ful and less. Display Word Work Book page 4 and have children turn to the page. Read aloud Ms. Blossom's tip.
Then read aloud the first example word, joyful, and have students identify the base word. (joy) Ask what suffix has been added to this word (ful)
and discuss the meaning of the word joyful. Then read aloud the second example word, joyless. Ask children how it is like the word joyful (It has
the same base word, joy.) and how it is different. (It has a different suffix, -less.) Have children explain how the suffix -less changes the meaning
of the word. (Since -less means without, the word joyless means without joy.)
Point out that since joyful means full of joy, the words joyful and joyless are opposites.
Have children describe characters by writing words with the suffixes -ful and
- less. Read aloud the directions under the tip box. Tell children that for each item, they will add the suffix-ful or - less to the base word shown in
blue to write new words describing the characters.
Have children look at the pictures shown for item 1 and read aloud the name under each picture. Point out the blue word joy.
Then point to the picture of Ms. Sparkle and ask children how she feels, based on her expression. (happy) Ask children which suffix they can add
to the word joy to form a word describing Ms. Sparkle—the suffix meaning full of or the suffix meaning without. (the suffix meaning full of) Have
children explain their choice. (Someone who is happy and smiling is full of joy.) Have children trace the blue letters and write the suffix-ful on the
lines to form the word joyful. Then ask which suffix they can add to the word joy to form a word describing Ms.
Sourpuss. (-less) Have them explain their choice. (The suffix -less means without; Ms.
Sourpuss is joyless, or without joy, because she looks unhappy.)

Reader
Teacher introduces the story and vocabulary. Display Reader pages 10 and 11. Have children turn to the pages and read the title.
Have them flip through pages 10-13. Ask what the illustrations show. (letters typed or written in different handwriting) Remind children that the
Superkids planned to write letters asking adults they knew to adopt Golly. Have them predict what the story is about. (Different kids have written
their letters, which are shown on these pages.)

Word Work
Discuss and model how to read accurately. Point out that when text is in an unusual style or color of type, or a style that looks like handwriting, it
can be harder to read than plain black type. Explain that when we see text like this, it is important to read slowly and carefully to make sure we
read every word correctly. Demonstrate this as you read aloud Lily's and Toc's letters on page 10. Afterward, point out that you read the letters
moving from left to right and from top to bottom. Discuss why it was important to read slowly and carefully and make sure you read each word
correctly. (Lily's letter is a little hard to read because it switches between many different colors of type; so is Toc's because it is not perfectly
neat.) Point out that the characters at the top and bottom of Lily's letter are written in Chinese because her family is Chinese -American.

https://myzbportal.com/learning/products/superkids/teacher/SK2017/Grade2/lesson
Teacher-Monitored Activities
Workbook

Repeat these steps to have children complete item 2. Have them examine the pictures, read the names, read the base word, and then determine
which suffixes to add to the base word to form new words to describe each character. Check and correct. Have children read aloud the words
they wrote for items 1 and 2. Let them fix mistakes. Tell them they'll complete items 3-8 as an Independent Activity.

Reader (Questions)

● Who did Lily and Toc write to ask that they adopt Golly, or agree to take care of him and let him live in their house?
● Why do you think Toc asks Ms. Gibson to adopt Golly?
● What is interesting about the letter Cass wrote?
● Who do you think Cass will send this letter to? Why?
● A cabin is a small, simply-built house, often made of logs.
● Who did Frits write to?
● What word do Toc and Frits both use to describe Golly?
● Why do you think they both use this word?
● What are some things Ettabetta did to make sure her letter would get readers' attention?
● Do you think her parents will pay attention to her letter?

Practice Activities, Refinement, and Extension

Reinforce: Complete the "Fill in the Blanks" activity on page 4 of the "Suffix Adventures" workbook to practice adding the suffixes "-ful" and
"-less" to words that are provided.
Spelling: Grab your workbook and work on page 4 together to master spelling words with the suffixes "-less" and "-ful." We'll start with words like
"helpful" and "careless," practicing each letter combination with different phonics rules. the one that we don’t get through you all will do on your
own to show off your skills.
Refinement: In small groups, read articles "Feeling Blue" and "Blue Jeans" to improve your reading fluency and comprehension. Reread
challenging sections and use context clues to figure out unfamiliar words. Don't hesitate to ask for help if you get stuck!
Comprehension: Show off your understanding of the story "Letters About Golly" by completing the comprehension questions in your packet.
You'll need to think critically and use evidence from the text to answer questions about the characters, plot, and themes. Remember, even
superheroes need to use their thinking skills sometimes!

Assessment/Closure Formative Assessment: Closure Activities: Summative

Assessment

Test Directions Unit 9 Progress Test Scoring Oral Reading Fluency Decoding
Children can take the first and second parts of While a child’s oral reading is still Homework Have each
this test online, following the audio directions. fresh in your mind, make notes on child reread
Follow the directions below to administer the the Teacher’s Recording Sheet about each column
entire test or just the fluency part on paper. The reading behaviors you observed and Explain the spelling test and of words
fluency part should be administered to one child the child’s retelling of the important Backpack Pages. Let children several times
at a time. parts of the text read. Then calculate know when they'll have a test on
the child’s words correctly per minute the spelling words. Tell them Spelling
Grammar, Usage, and Mechanics (WCPM) reading rate. Take the total Distribute
they will practice spelling these
Objective: Dialogue punctuation, commas in number of words the child reads in a handwriting
dates and place names minute and subtract the number of words in class and on Backpack paper play
Introducing the test. Ask children to find the box errors the child made to get the Pages they'll take home. audio clip for
with the star in the corner. Explain that the WCPM score. (Note: Advanced Backpage three involves each item
underlined part of the sentence may have an readers may finish reading a pronouncing of spelling words which dictates
error and if it does, one of the answer choices passage before the minute is up. In then organizing words in a word or a
shows how to correct it. Read the sentence that case, calculate the WCPM the alphabetical order. sentence for
aloud. Tell children to look at the answer choices. same way, but add a plus sign after students to
Point out that the circle next to the first answer the number to indicate the child’s write
choice is filled in to show it’s the correct answer. actual rate is a bit higher.) Backpack Page
Discuss why it’s correct (The words someone On the Teacher’s Recording Sheet, Help them
said should be inside quotation marks. A comma circle one of the marks to indicate WORD WORK (have children check their
comes after said.) Start the test. (Say the whether the child’s fluency and read and discuss story) Call on spelling and
instructions): comprehension during the test different groups to read fix any
Read each sentence. Look at the answer exceeded (+), met (-+), or was below paragraphs aloud. Then discuss mistakes.
choices. Fill in the circle next to the answer (–) expectations. the story.
choice that shows how to write the underlined Base the score in part on the child’s (https://myzbp
part of the sentence correctly. If the sentence is WCPM rate, which is an indicator of ortal.com/lear
already written reading accuracy and automaticity. ning/products/
correctly, then fill in the circle next to No mistake.
Comprehension
Objective: Read and comprehend an
informational text
Introducing the test. Explain that this part of the
test includes an informational text to read and
questions to answer about it. Have children find
the title of the text on the first page and read it
aloud with you. Then point out the questions on
the second page.
Start the test (Say the instructions): Read the
text. Then read each question and the three
answer choices. Fill in the circle next to the
answer you think is correct. If you are not sure,
you can reread the text to find the answer.
Use the WCPM benchmarks in the https://myzbportal.com/learning/ superkids/teac
charts below to help you evaluate the products/superkids/teacher/SK2 her/SK2017/G
child’s WCPM. Also take into account 017/Grade2/lesson rade2/lesson)
the child’s smoothness and use of
appropriate phrasing during the
reading, as well as comprehension of
the text as demonstrated by the
child’s retelling of what was read.
Be aware that children’s WCPM and
other fluency skills may fluctuate
from test to test. Some children may
not be as fluent when reading
informational text with unfamiliar
topics. Other children may be less
fluent when reading dialogue in
literary texts.

Fluency There are two classified students in

Objective: Read an informational text with the class who are provided
fluency and understanding accommodations and modifications.
Introducing the test. Give a child the Student For these students I will consider
Page for this part of the test. Explain that the their iep goals and base their grades
page has an informational text for the child to more off of that. For example, if their
read aloud to you for one minute. Read the title goal is to pronounce 50 percent of
aloud together. the words correctly and they do, then
Start the test. (Say the instructions): Put your the student will receive a +.
finger under the first word in the text. Begin
reading the text when I tell you to and keep https://myzbportal.com/learning/prod
reading until I say to stop. You probably won’t ucts/superkids/teacher/SK2017/Grad
finish reading the whole text, and that’s okay. e2/lesson
Monitor and record observations. Have the child
read from the Student Page. Start timing as soon
as the first word is read. Follow along on the
Teacher’s Recording Sheet. Circle any words the
child misreads or omits. (Don’t mark
self-corrected, inserted, or repeated words as
errors.) If the child hesitates more than three
seconds on a word, say the word and circle it as
an error. Stop the child after reading for one
minute. Mark the last word read. Have the child
retell the important parts of what he just read.

https://myzbportal.com/learning/products/superki
ds/teacher/SK2017/Grade2/lesson

Resources/Materials:
● SuperKids Hit Second Grade Unit 9 resources (teacher guide, workbook, reader)
● Ms. Blossom's Spelling Notebook
● Smartboard or projector
● Brightly colored flashcards or manipulatives for suffixes (IEP)
● Audiobooks (IEP)
● Super kids magazine
Access for All:
Visual Learners:
● Utilize brightly colored flashcards, manipulatives, and visual representations of suffixes to enhance memory and engagement.
● Underline or color-code important words and phrases in reading materials to guide their focus and comprehension.
Auditory Learners:
● Integrate catchy chants, rhymes, or songs to reinforce homophone understanding and reading comprehension.
● Encourage students to read aloud, discuss their interpretations, and learn from each other through collaborative dialogues.
Kinesthetic Learners:
 ● Act out word meanings through body language and facial expressions, bringing vocabulary to life.
● Engage students in constructing physical models or drawing pictures to represent new vocabulary.
Supporting Diverse Learners:
● Provide extended time for reading, tasks, and assessments to accommodate individual needs. (IEP)
● Break down complex tasks into smaller, achievable steps to build confidence and mastery. (IEP)
Differentiation:
Feeling Blue and Blue Jeans
Beginning (Red Group):
● Begin by reading a SUPER article aloud and discussing crucial comprehension questions to build context.
● Identify and pre-teach potentially difficult words (multisyllabic, irregular, unfamiliar) based on the selected text section. Practice
blending sounds, repetition, and choral reading. (IEP)
● Guide students through the chosen section, reading one or two sentences at a time, followed by choral and individual reading with
support. (IEP)
Developing (Blue Group):
● Students take turns reading aloud sections of a SUPER article, receiving decoding and irregular word recognition help as needed.
● Encourage smooth and natural reading by re-reading challenging sentences and modeling fluent reading yourself.
● After reading a page, discuss key questions and provide clarification as needed.
Secure (Green Group):
● Students read the SUPER article independently before meeting as a group.
● Encourage fluent reading with natural expression, providing occasional modeling.
● Pause after each page for in-depth questions, encouraging students to re-read and cite evidence to support their answers.
During independent work time:
● Work individually with student A (intervention plan)
● Guide student with work lost of prompting and modeling
● Back table
● Use sticky notes for student to copy certain words off of
Reflection:

Teacher Candidate: Paige Wodarczyk Subject/Grade/Program Type: second grade inclusive classroom
Date: 2/28/24 Title of the Lesson: Poems About Families
Lesson Essential Question: What makes a poem about someone Topic or Big Idea: Poems
special feel personal and meaningful?
Unit Essential Question: How can we use poetry writing to express
our creativity and imagination?

Resource Page 6 (Sample Family Member Poem)

student editing checklist
Packet for writing poem
Teachers guide
Smart board
Final copy worksheet
Crayons, colored pencils, markers etc.
Access for All:

Auditory Learners:

● Read aloud: During introductions, read the sample poem and any other relevant text aloud, emphasizing rhymes and word choices.
● Discussion and sharing: Encourage students to discuss their ideas verbally, share details about their family members, and present
their poems aloud to the class (optional).
● Audio recordings: Consider providing audio recordings of the instructions and sample poem for students who might benefit from
them.
Visual Learners:

● Visual aids: Utilize pictures, diagrams, and word lists to explain concepts like rhyme schemes, poem structure, and descriptive
language.
● Graphic organizers: Provide planning sheets or graphic organizers with prompts and visuals to help them organize their thoughts
and plan their poems.
● Highlighting and color coding: Encourage students to highlight key information, color-code rhyming words, or use visual cues to
represent their ideas.

Kinesthetic Learners:

● Movement breaks: Incorporate brief movement breaks throughout the lesson to maintain focus and engagement.
● Body percussion: Explore using body percussion to create rhythmic patterns related to the poem's theme or rhyme scheme.
● Acting out: Encourage students to act out specific details or emotions described in their poems (optional).
Supporting Diverse Learners:
● Provide extended time for reading, tasks, and assessments to accommodate individual needs. (IEP)
● Break down complex tasks into smaller, achievable steps to build confidence and mastery. (IEP)

Differentiation:
Emergent: If children struggle to write rhyming couplets, work with them one on one. Work with one section of the planner
at a time. Point out words children recorded in their planner that lend themselves to generating rhyming words easily. Help
children orally generate a list of rhyming words and list these on a separate sheet of paper. Then work with children to brainstorm ideas for
how to use these words in a couplet.
● If several children are struggling to write rhyming couplets, you may wish to work with them in a small group. Identify generic words
that could be used in many poems about families-for example, mom, brother, sister, dad, mother, father, house, home, love, and
care. Write these words on the board. For each word, work with children to generate rhyming words orally, and list these words on
the board. Have children refer to this bank of rhyming words to write the first couplet of their poem. Monitor their progress as they
write the remaining couplets.
Advanced: If children can easily generate three rhyming couplets, challenge them to write additional couplets that use alliterative phrases.
Advanced writers may also wish to include a simile in their poem; as needed, review what a simile is and help children brainstorm ideas for
similes they could use in writing about members of their family.
During independent work time:
● Work individually with student A (intervention plan)
● Guide student with work lost of prompting and modeling
● Back table
● Use sticky notes for student to copy certain words off of
Some students at this point will be creating their final draft, others will be still planning
Teacher will pull students in back to work on writing if necessary

Reflection:

Teacher Candidate: Paige Wodarczyk Subject/Grade/Program Type: second grade inclusive classroom
Date: 2/28/24 Title of the Lesson: Community Challenge: Past vs. Present
Lesson Essential Question: How do communities change? Topic or Big Idea: Communities Changing
Unit Essential Question: How do communities evolve and adapt
to changing circumstances?

Introductory/Acquisition Extending Thinking Lesson Assessment Lesson

Lesson Through a hands-on activity, we will analyze data and After reading a text about a community,
Explore how some aspects of compare information to understand how two communities you will draw a picture to demonstrate
our own communities have have changed over time and what factors might have your understanding of the changes that
changed over time influenced these changes occurred in that community.

Student Learning Outcome(s):

Social Studies:
 ● Identify the factors that cause a community to grow and change.
● Explain the reasons communities get bigger or smaller.
● Identify causes and effects of changes in local communities.
Language Arts:
● Use evidence to support opinions and reasoning.
Standard(s):

Social Studies:

● SS.2.E.1.a: Demonstrate an understanding of the concept of change over time by describing historical events and people (e.g., how
a neighborhood has changed over time).
● SS.2.E.1.b: Use a timeline to sequence historical events. (This can be incorporated into the introductory activity with bar graphs.)
● SS.2.C.2.a: Identify the roles of citizens in a community (e.g., students, teachers, firefighters, doctors). (This connects to
understanding different elements of a community.)

Language Arts:

● RL.2.2: Identify the main topic of a text and retell key details. (This can be applied to understanding the information presented in the
graphs about different communities.)
● W.2.1: Write informative/explanatory texts to explain what was learned from experiences or observations. (This aligns with the
"Show What You Know" assessment piece.)

Relevance/Rationale:
Understanding how communities change is crucial for young students as it fosters a sense of place and belonging. This lesson plan
addresses the SS.2.E.1.a standard by enabling second graders to comprehend how their own communities evolve over time. By analyzing
bar graphs representing population changes and community features, students actively engage with the concept of change and its impact on
their surroundings. This exploration fosters critical thinking and encourages them to consider the ongoing transformation of their environment,
sparking curiosity about the past and future of their community.
Statement of Language Objective:
Explain the meaning of key terms related to community change, such as population growth, infrastructure development, and cultural
adaptation, using clear and concise language. Use these terms accurately in written and oral communication, demonstrating comprehension
of their meaning in the context of the lesson.
Statement of Adult Roles:

One Teach, One Support

Me: (head teacher)

● Guide students through the learning objectives and activities, ensuring clarity and understanding.
● Model key skills, such as interpreting changes in community from pictures
● Moderate class discussions, encouraging active participation and respectful dialogue.
● Provide individual and small group support as needed, differentiating instruction based on student needs.

Mrs. Oldrati: (for support)

● Monitor student progress throughout the lesson to identify areas of strength and areas requiring additional support.
● Collect formative assessment data through observations, discussions, and student work products.
● Will add onto any thoughts throughout lesson if necessary
● Provide constructive feedback to help students improve their understanding and application of the learning objectives.

Do Now / Warm-up:
1. Pose the question: "Think about the place you live. What are some things you like about your community? Additionally,
imagine your community in the past. What do you think it might have been like?"
2.
○ Think individually: Give students a moment to think about their current community and their imaginative ideas about the
past.
 ○ Share as a class: Invite several students to share their thoughts with the whole class. The answers will go alongside either
of the two questions "Things I Like About My Community Now" and "What My Community Might Have Been Like in the
Past."
3. Discussion:
■ How do you think our community might change in the future?
■ What can we learn about communities by considering their past and present?

(IEP- use prompting if necessary)

Teacher Directed Activities:

● Pronunciation Activity: Briefly show students how to pronounce the title of the text (e.g., say it slowly, break it down by syllables).
● Activating Prior Knowledge: Ask an open-ended question like, "Can someone share what they already know about Native
American people and their communities?" Encourage a brief discussion to activate prior knowledge.
● Guided Reading of "Anishinaabe Then and Now": Read the text with students, pausing at key points to ask questions like:
○ What are some details in the text that illustrate how Anissa's life has changed compared to the past?
○ Why do you think these changes occurred?
● Vocabulary Exploration: After reading, review key vocabulary words like wigwam, traditions, and powwow. Encourage students to
define these words in their own words or use context clues from the text.
● Analyzing Change: Lead a discussion comparing and contrasting Anissa's life in the past and present. Ask questions like:
○ What are some similarities and differences between Anissa's life then and now?
○ How do you think these changes have affected Anissa and the Anishinaabe community?

Teacher-Monitored Activities
Ask students to draw two pictures: one depicting an Anishinaabe home long ago and another representing the same home in the present day.
● Encourage students to refer to the text and their prior knowledge when drawing.
● Suggest incorporating details that reflect the information learned about traditional and contemporary Anishinaabe life. (IEP provide
examples that student could use, a list of important details from text)
● Offer additional support to students who may need help visualizing or planning their drawings.
● Briefly circulate while students work, observing their drawings and providing individual feedback or guidance as needed.
● Allow students to revise their drawings based on the feedback received, promoting self-reflection and deeper understanding.
Practice Activities, Refinement, and Extension
Class Discussion:
● After students have completed their drawings, dedicate time for a class discussion.
● Invite students to share their drawings and explain their choices.
● Facilitate a discussion about the observed changes in Anishinaabe housing and the potential reasons behind these changes.
● This discussion can further promote critical thinking and understanding of community transformation.

Assessment/Closure Formative Assessment: Closure Activities: Summative

Assessment

Reflection and Comparison: Students
will complete a worksheet that prompts
them to:
● Reflect: Explain how the
community described in the
text changed over time.
● Connect: Consider how their
own community might have
changed over time, drawing on
their prior knowledge.
● Illustrate: Draw a picture
depicting their community in
the past and present (inspired
by the text).
Formative Assessment: Collect the Self-Reflection: Gathering Food in
worksheets to gain insights into Encourage students to the Past: Based on
student understanding. Provide reflect on the feedback and the text, students can
individual feedback to each student, consider making discuss and explain
focusing on: improvements to their how food was
work. gathered in the past
● The clarity and accuracy of compared to the
their reflections on present. This can be
community changes. done through a
● The details and connections whole-class
they draw between the text discussion or
and their own community. individual writing
● The creativity and relevance prompts.
of their drawings in
representing the past and
present community.
 Resources/Materials:
TCI
Answer key
Student journal
smart board
visual aids
Access for All:
Visuals: Utilize images, diagrams, and graphic organizers to support understanding and engagement for visual learners.
Multiple modalities: Offer activities catering to different learning styles, such as kinesthetic activities, auditory instructions, and
manipulatives for tactile learners.
Differentiated instruction:
● Provide tiered assignments with varying levels of complexity to cater to diverse learning levels.
● Offer scaffolding support, such as prompts, templates, and sentence starters, to assist students who need additional guidance.
● Allow for alternative ways to demonstrate learning, such as drawing, presentations, or oral summaries, for students who might
benefit from different forms of expression.

Differentiation:
During independent work time:
● Work individually with student A (intervention plan)
● Guide student with work lost of prompting and modeling
● Back table
● Use sticky notes for student to copy certain words off of

Learners with Special Education Needs

Before student groups create a plan to help the community, individual students select the roles with which they feel most comfortable.
This will help reduce any anxiety students may have about a particular task and can help prevent disagreements among students.
Emphasize students' strengths and abilities when assisting them in finding the role best suited for their skill sets. In the Show What You
Know section, modify the assignment if needed so that students can either write or draw their ideas.
Developing learners
Use the Toolbar in the online text as a means of increasing reading comprehension. During the Hands-On Activity, pair students
strategically with students who are fluent readers so they can understand the questions and information on the graphs of Blue Mountain
and Green Valley. If necessary, model one graph together in a teacher-led small group so students understand the task and steps
involved at the stations. Make visible the pros and cons of living in each community so students are better equipped to make an
informed decision on which community they prefer and why in the Show What You Know.
Advanced Learners
Assist students in locating someone who has lived in their community for a long time, such as a parent, grandparent, neighbor, teacher,
or other community member. Have students interview the person to find out how the community has changed over time. Encourage
students to develop their own interview questions to find out how the community has either grown or gotten smaller and what has been
done over time to help people in the community.
● Students may present the results of the interviews both in written and oral form, and they may also draw pictures to reflect
some of the changes in their community. As an alternative, have students interview teachers, administrators, and/or staff
members on how their school has changed over time.
● Document their learning in a manner most appropriate to the audience and task.
Reflection:

Teacher Candidate: Paige Wodarczyk Subject/Grade/Program Type: Second grade inclusive classroom
Date: 3/27 Title of the Lesson: Use compensation to keep constant difference by
subtracting the same amount from both numbers
Lesson Essential Question: When is compensation a useful Topic or Big Idea: Compensation
strategy?
Unit Essential Question: What other strategies are useful for
subtracting to keep a constant difference?

Introductory/Acquisition Lesson Extending Thinking Lesson Assessment Lesson

Fluency 10 min Students use appropriate tools strategically (MP5) Provide up to 20 minutes for students to
Launch 5 min when they select their own solution strategies and complete the Exit Ticket. It is possible to
Learn 35 min decide which type of model to draw. gather formative data even if some
• Use compensation to subtract by Ask students the following questions to promote students do not complete every problem.
subtracting 1 MP5:
• Use a tape diagram to show ● What kind of diagram or strategy might
compensation help solve this problem?
• Error analysis ● How can a tape diagram oe number bond
• Problem Set help you find a solution?
Land 10 min

Student Learning Outcome(s):

Students will be able to use compensation to keep a constant difference by subtracting the same amount from both numbers.
Gemini
Standard(s):
2.Mod 4.AD7 Subtract within 1,000 by using concrete models or drawings, strategies based on place value, properties of operations, or the
relationship between addition and subtraction. (2.NBT.B.7)
2.Mod 4.AD11 Explain why subtraction strategies work by using place value properties of operations. (2.NBT.B.9)
Gemini
Relevance/Rationale:
Compensation builds mental math skills by focusing on place value and relationships between numbers. Students can estimate differences
and subtract mentally when the numbers are close to benchmarks. This lesson encourages students to think strategically about subtraction.
They learn to identify situations where compensation simplifies the problem and why it works using benchmark numbers and models. The
lesson starts with manipulatives (optional) to build a concrete understanding of compensation. Students then transition to using the tape
diagrams, which are more abstract representations.
Statement of Language Objective:
Students will practice using the word "benchmark" to identify numbers that are easy to add or subtract from (e.g., multiples of 10, 100). To
support collaboration and clear communication, provide sentence frames like:
● "The number we subtract is close to the benchmark number ___(benchmark number)___."
● "I can subtract (benchmark number) first and get to ___(intermediate result)___."
● "I still need to subtract ___(difference from benchmark)___, so I need to add that back."

(IEP - use sentence frames if necessary)

Stagerically pair partners with different academic levels to complete the error analysis. Students may be able to identify the error but som e
may need support with how to explain it or identify why it happened. When students share their thinking, give them the option to share their
own ideas or to share what their partner said.

Statement of Adult Roles:

Parallel Teaching

Me (Head Teacher)
● Introduce the lesson objectives in an engaging way that sparks students' interest and prepares them for learning about subtraction
strategies.
● Guide whole-group discussions with thought-provoking questions and clear explanations. Ensure all students participate and
understand the concepts.
● Provide higher-order thinking tasks and personalized instruction to students who grasp the material quickly.
● Work closely with co-teachers to create a seamless learning experience that caters to all learners.

Barb and Tracy (Extra Support)

● Provide individualized support using manipulatives, scaffolding techniques, and differentiated instruction to help students who need
additional assistance. IEP
● Circulate the classroom during independent work, offering help, feedback, and encouragement to keep students on track.
● Ensure a smooth learning environment by managing classroom materials, whiteboards, and other resources efficiently.
 ● Collaborate with the lead teacher to adapt the lesson plan and address any unexpected challenges or student needs, ensuring all
students are successful.
https://gemini.google.com/app
Do Now / Warm-up:
Rename place value units: Students rename two place value units in a three digit number to prepare for strategies to decompose within
1,000. After asking each question, wait until most students raise their hands, and then signal students to respond. Raise your hand when you
know the answer to each question. Wait for my signal to say the answer.
● Display 134 = 1 hundred 3 tens ____ ones and the disks on the chart.
○ 134 is equal to 1 hundred 3 tens and how many ones? 4
● Display the answer. Display 134 = 1 hundred 2 tens ____ ones.
○ 134 is equal to 1 hundred 2 tens and how many ones? 14
● Display a ten being exchanged for 10 ones on the chart, and then display the answer. Display 134 = 0 hundreds ____ tens 14 ones.
○ 134 is equal to 0 hundreds 14 ones and how many tens? 12
Repeat the process

True and false equations: Students determine if an equation is true or false to prepare for constant differences.
● Display the equation 9 - 1 = 10 - 2
○ Is the equation true or false? Raise your hand when you know. Wait until most students have their hands raised, and then
signal for students to respond. True

(IEP- use prompting if necessary)

Eureka Math Squared

Teacher Directed Activities:
Use Compensation to Subtract by Subtracting 1: Students reason about how to use compensation to subtract from hundreds without
renaming.
● Let's look at a tape diagram to see why this strategy works. Draw a tape diagram to represent the problem 200 - 126.
● What is the new subtraction problem when we take away 1 from each number? 199 - 125
Show the compensation on the tape diagram. Invite students to think-pair-share about how the tape diagram shows the relationship
between 200 - 126 and 199 - 125.
● I can see that 1 and 199 equal 200, and 1 and 125 equals 126.
● I can see that the unknown, or the difference, doesn't change.
● When you take away 1 from each number, the difference between the numbers stays the same.
Invite students to think-pair-share about how compensation is a more efficient strategy than vertical form to find 200 - 126.
● With vertical form you have to decompose twice. There are more steps, so you might make a mistake.
● With 200 - 126 you would need to regroup. If you take 1 away from both numbers, you get a simpler problem to solve.
● When you change 200 - 126 into 199 - 125, you get a problem you can solve in your head because you can subtract like units without
renaming.
○ What is 199 - 125? 74
○ So what is 200 - 126? 74
Write 200 - 126 = 199 - 125 = 74. Is this strategy similar to a strategy you have used before? How?
● It's like when we added the same amount to both numbers to make an easier problem.
● You can add or subtract the same amount from both numbers in a subtraction problem and the difference will stay the same.

Use a Tape Diagram to Show Compensation: Students use a tape diagram to represent making a new subtraction problem by subtracting 1
from both numbers.
Write 600 - 352 = ______ and have students do the same on their whiteboards.
● Let's draw a tape diagram to show how we can solve this problem by using compensation.
Guide students in how to record the compensation strategy by using a tape diagram.
● Draw a tape diagram to represent 600 - 352.
● Label the numbers on the outside.
● Label the unknown, or the difference, with a question mark.
Demonstrate drawing and labeling the tape diagram as students do the same.
● What is 600 - 1? 599
● What is 352 - 1? 351
Model how to draw a line inside each tape and label each tape with two parts.
● What is our new, simpler problem? 599 - 351
● What is 599 - 351? 248
Complete the equation as students do the same: 600 - 352 = 599 - 351 = 248.
 ● How does your work show the simplifying strategy for finding 600 - 352?
○ 1 and 599 equals 600, and 1 and 351 equal 352, so I know 600 - 352 = 599 - 351.
○ I subtracted 1 from each number in the problem to make a new problem.
○ It shows that the difference stays the same.
● How is 599 - 351 simpler than 600 - 352?
○ With 600 - 352 I need to regroup.
○ I need to rename twice to find 600 - 352, but I can find 599 - 351 in my head by subtracting like units.
○ If time allows, invite students to work with a partner to find 800 - 647 by using the compensation strategy.

Error Analysis Students identify and correct an error in the use of the compensation strategy.
Display the picture of a sample solution to 500 - 345.
Invite students to think-pair-share to determine, explain, and correct the errors in the work.
● The student took away 1 from 500 but forgot to take 1 away from 345. If you only take away 1 from one number, the difference won't
stay the same.
● If you take away 1 from each number, the new equation is 499 - 344 = 155.

Eureka Math Squared

Teacher-Monitored Activities
Differentiate the set by selecting problems for students to finish independently within the timeframe. Problems are organized from simple to
complex. There are eight problems for the students to complete independently. The first six questions have a set up of an equation where the
student has to fill out the right side to show the breakdown of the problem and keep the equations equivalent. The numbers that are used for
the breakdown will then be used for the tape diagram that the student will draw on their own. The seventh problem has work laid out from a
problem that I student worked out. The students then have to decide whether or not the answer is correct and explain why or why not. In the
end, the answer is not correct and the student has to show the correct work that goes along with the problem. The last problem is a word
problem which has the students set up the equation and solve for the answer. The student then has to crete a sentence explain the answer.
Eureka Math Squared
Practice Activities, Refinement, and Extension
Display the picture of the equation:

● 200 - 126 = 199 - 125

Ask students to think-pair-share about what they notice about the equation. Expected responses:

● The equal sign means they have the same value

● 199 is 1 less than 200, and 125 is one less than 126
● Is this another way of using compensation?
● It's easier to to find 199 - 125 since I can subtract like units

Facilitate a discussion about the problem. Then transition to the next segment by framing the work. “Today we will learn how to use
compensation by subtracting from both numbers in a subtraction problem.

Assessment/Closure Formative Assessment: Closure Activities: Summative Assessment

Exit ticket: Use the exit
ticket as formative data,
for a quiz grade. It helps
identify areas for
improvement, not
penalize for initial
misunderstandings.
Workbook: The workbook
check can be part of the
overall grade, reflecting a
student's ability to apply
the learned skill.
Exit Ticket (20 minutes): Provide
students with an exit ticket with four
problems that require using
compensation.
Example:
● Solve 600 - 348 using
compensation. Show your
thinking with a tape
diagram or explain your
steps. Can use a different
strategy if a student feels
to do so such as vertical
subtraction.
Class Discussion: Gather the class and
facilitate a discussion about using
compensation.
Prompts:
● When you subtract the same
amount from both numbers in a
subtraction problem, the
difference stays the same.
● This strategy is useful when
you subtract from a hundred
because, when you take away
1 from both numbers, you
create a simpler problem.
Focus on the Essential Question:
Ensure the discussion addresses the
Ongoing Observation:
Throughout the lesson,
observe students'
participation in activities,
discussions, and partner
work. Note their
understanding and
application of the
compensation strategy.
Exit Ticket Analysis: Collect
and review the exit tickets to
assess individual student
comprehension. Identify
Homework: Homework lesson's essential question: "When is areas where students may
can be graded for compensation a useful strategy?" need additional support.
completion and accuracy,
providing another data Workbook Check: If the
point on student mastery. lesson included a workbook
activity, check the completed
work for accuracy and
completeness of
compensation strategy
application. This can provide
further data on student
mastery.

Resources/Materials:
● Smart board
● Eureka squared math workbook
● Eureka squared online slides
● White boards
● Markers
Access for All:
● Provide students with a graphic organizer or chart to record the "take away" (larger, friendly number) and "add back" (smaller
difference) amounts during compensation. This helps break down the steps and reduces cognitive load, allowing students to focus
on visualizing the process on the number line without juggling multiple numbers in their memory.
● Consider presenting # - # by using an open number line. Subtract 1 from both numbers, shifting one space left on the number line,
thus maintaining the constant difference. A common mistake is to take 1 from the total and give to the part. Highlight this error as
a nonexample and illustrate on the numberline how this strategy does not result in a difference.
● Students have learned many strategies for solving subtraction problems. Provide choice by allowing them to show multiple
solution strategies, in addition to the form of compensation they learn in this lesson. Encourage and congratulate students when
they use flexible thinking. If time allows, invite students to share their thinking.
Differentiation:
Small Group Instruction: During the warm-up activity, a small group of students who require additional support will work with the Special
Education teacher individually. This targeted instruction allows you to address specific needs and provide appropriate accommodations.
IEP
Small Group Instruction: (optional for students) The Head Teacher will be positioned strategically at the front of the room to offer support.
Students can approach them for small group instruction on specific concepts or receive help with independent work as needed. This
provides additional scaffolding for students who may struggle or benefit from further explanation.
Independent Practice with Guided Support: The remaining students will quietly work on their assignments at their desks. I will periodically
pull students one-on-one to the smart board. This allows me to directly observe their understanding of compensation as they solve a
problem. I will then provide personalized assistance and allow students to check their work for accuracy.
Reflection: