Name: Briahna Rorrer EDUC 270 Date: Feb.

20, 2024

TITLE: The Beach

SUBJECT: Reading/Writing
GRADE LEVEL: Second Grade
DURATION: 40 minutes

GOAL OR PURPOSE OF THE LESSON (NAEYC 1.2)

The “Big Idea” is
An expanded vocabulary enhances one’s ability to express ideas and information.
Students should already know how to read and write a complete sentence. It is the end of the
year and this lesson will serve as a good way to get the students ready for summer and dive
into some items or things that they may have seen at the beach before or think that they will use
and see there to expand their word bank and knowledge. Students will benefit from this
vocabulary activity by learning new words to use in the future and expand their comprehension
skills and creativity for a better understanding.

STANDARD AND LEARNING GOALS: (NAEYC 1.2)

STANDARD AREA: CC.1.2: Reading Informational Text: Students read, understand, and
respond to informational text – with emphasis on comprehension, making connections among
ideas and between texts with focus on textual evidence.
STANDARD: CC.1.2.2.K Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content, choosing from a range of
strategies and tools.
COMPETENCY: An expanded vocabulary enhances one’s ability to express ideas and
information.

OBJECTIVES: Using the matching cards provided, the 2nd graders will determine the meaning
of new vocabulary words and organize the appropriate beach cards with the corresponding
definitions and picture using at least 3 cards per matching word.
ASSESSMENT:
● I’ll be using summative assessment through the use of vocabulary comprehension in a
group opening and observations, and then I’ll evaluate the finished matching cards for
correctness.
● Summative assessment allows me to evaluate the students' learning and understanding
throughout this activity. It suits this lesson because I can also assist other students that
might need additional help with the matching, allows students to work with each other in
groups, and allows me to see where each student's reading comprehension is at and
what needs more work.
● To assess each student's understanding I will be taking notes on each individual student
and following a checklist to cross off each students name that understands and write
down which words the student needs additional support and practice with.

ENVIRONMENTAL PREPARATIONS:
 ● The book “Beach” by Elisha Cooper
● White board
● Word list of vocabulary words used throughout the book.
● Teacher designed vocabulary beach words on cards from the book.
● Picture cards of what the vocabulary word item looks like.
● Definition cards of what the vocabulary word means.
● Large area of space to move around.
● Student groups to work together
● The students will have a large space on the circle time mat to ensure there is plenty of
space to move around and spread out into their small groups of 2-3 students away from
dangers or safety precautions in a nice, quiet work area.
● Vocab to be used: Swimsuit, sunscreen, helicopter, waves, sandwiches, ocean, seagulls,
seaweed, marsh, egrets, lighthouse, beach hat, airplanes, clouds, towel, beach bag,
umbrella, sunset, sunrise, rolling dunes, wagon, sandcastle, kayaks, lifeguard, lifeguard
chair, sandpipers, jellyfish, motorboat, jet skis, rowboat, sailboat, sail, coastguard, buoys,
picnic baskets.

PROCEDURES:
1. To grab student’s attention, I will say one, two, three, eyes on me and have the students
turn to a friend and talk about what they might see at the beach and what their favorite
part is.
2. I will conduct the lesson in small groups of 2 to 3 students in each group because this is
a collaborative activity where you will be working together to see if you can match all the
correct cards.
3. After the activity, the students will come together on the circle time carpet to read the
story and listen for different vocabulary words and what they mean while reading the
story.
4. Everytime the students hear a vocabulary word, they are to make a “V” with their fingers
to show me they heard a vocabulary word and we will discuss what that might mean as a
class.
5. Then, I will connect to prior learning by reminding the students of the book we read this
week which was “Beach” by Elisha Cooper and ask them what they can remember from
the book when we read it as a class.
6. Next, I will ask about any vocabulary words that the students remember hearing
throughout the story that seemed important or as big words to them.
7. Then, together we will practice an example of the word ocean and the definition of what
an ocean is and what it looks like to show the class that these words go together and are
a pair.
8. In the next steps, explain:
There is no pushing or shoving, you will work in your own group of 2-3 peers, you
must stay in the circle mat area for this activity, repeat directions of matching 3
cards together with a picture, vocab word, and its definition, raise your hand and
sit quietly when finished for me to check your matches.
 Early finishers after they have been checked and corrected, they will mix the
cards up and do it again till the rest of the class has a chance to get theirs
checked and finished.
I will be showing examples of what to do and asking students why does that go
together or what doesn’t seem quite right?
They will look at the vocabulary words on the white board from our book this
week and begin brainstorming what these words might mean and what the
objects look like. Then they will begin matching together their cards and problem
solving which ones might not fit together and what is the correct one.
They will play a matching activity of 3 cards together as a pair in small groups of
vocabulary words and their definitions.
9. To summarize what we’ve done in this lesson/activity, the students will choose ten
vocabulary words used in the story to create their own story on the way out the door as
their exit ticket.

ADAPTATIONS:
● An accommodation for a student with an identified disability such as wheelchair
accessible can sit at the desks with their group instead of on the floor.
● An accommodation for a student who is identified as gifted can make a goal to finish all
matches within 10 minutes and see if they can do it or you can spread them around the
room and have them go to each spot to find matches to make it a little more difficult for
them.
● An accommodation for a student who is a ELL learner will be allowed prior time to
complete the task, reread the story out loud to them or independently, and can write their
own story using the vocab words for the exit ticket in another language writing that they
are most comfortable with.

FAMILY/COMMUNITY CONNECTION:
● A local resource that connects families to the content of this lesson is
https://www.readingrockets.org/literacy-home/reading-101-guide-parents/reading-basics/
vocabulary which is a website giving parents the insite of why vocab words are so
important and essential in a childs life, along with the different types of vocabulary and
the basics.
● A strategy that supports family development and understanding of the lesson content is
by using semantic mapping like an organizer with the word beach in the middle and
several other vocabulary words heard in the story and that associate with beaches
connected by lines all back to the word beach.

STUDENT REFLECTION:
Some strengths of my lesson plan were that the intensity of the activity wasn't too hard or too
easy, and it was a fun vocabulary lesson to put them together and work with peers. Some
weaknesses I had was that it wasn’t wheelchair accessible/disability accessible to a certain
extent, some students finished before others within a few minutes, and some words were easier
than others to put together. The part that challenged me the most was coming up with an activity
to begin with, ensuring that all students understand what to do and the concept, and finding
difficult enough vocabulary words used through the book that the students wouldn’t find easy
and would find it as a challenge instead. My plan for improvement is to talk to more professional
teachers on their ideas of what they do, do more observations in second grade classrooms, plan
a harder activity, give easier directions, and ask my own students for feedback as if they thought
it was too hard or easy, was it fun, did they like this activity, and get a feel for them and the
activity itself.

Link for book for personal use in video: https://youtu.be/uMHc9Fzxbks?feature=shared