ED 434 – Scaffolded Content-Area Lesson Plan

von Stroh

Content Area: UFLI Grade Level: 2nd grade

Whole group or small group (number of students): Small group (3 students)

Grouping considerations: Needs based small group

Colorado Academic Standard (with learning outcomes):

Second Grade, Standard 2. Reading for All Purposes
Grade Level Expectation:
1. Apply specific skills to comprehend and fluently read literary texts
Evidence Outcomes:
Students Can:

a. Use Key Ideas and Details to:

o Demonstrate use of self-monitoring comprehension strategies: rereading,
checking context clues, predicting, questioning, clarifying, activating
schema/background knowledge to construct meaning and draw inferences.
o Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text. (CCSS: RL.2.1) *
o Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral. (CCSS: RL.2.2)
o Describe how characters in a story respond to major events and challenges.
(CCSS: RL.2.3)*
b. Use Craft and Structure to:
o Describe how words and phrases (for example: regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS:
RL.2.4)
o Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action. (CCSS: RL.2.5) *
o Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
(CCSS: RL.2.6)
o Identify how word choice (for example: sensory details, figurative language)
enhances meaning in poetry
c. Use Integration of Knowledge and Ideas to:
o Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)
o Compare and contrast two or more versions of the same story (for example:
Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9)
*
d. Use Range of Reading and Level of Text Complexity to:
o By the end of the year, read and comprehend literature, including stories and
poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range. (CCSS: RL.2.10)
Content Objective (SMART Objective): By the end of this lesson, students will be able to read
and spell words using vowel teams (ai,ay /ā/. ea, ee, ey /ā/. oa, ow, oe /ō/. ie, igh /ī/).

Learning Target (I can…): I can read and spell words using the vowel teams (ai,ay /ā/. ea, ee,
ey /ā/. oa, ow, oe /ō/. ie, igh /ī/).

CELP Standard:
Standard 2
Language for Language Arts
English language learners communicate information, ideas and concepts necessary for academic
success in the content area of language arts.

General language proficiency level(s) of students:

Level 4: Expanding

Language Objective:
Student will read and spell words that have vowel teams using words that have common vowel
teams when used in a sentence.

Assessment:
Spelling words on a whiteboard with magnets (manipulating sounds). Decoding the text, and
finding the spelling patterns in that text.

Vocabulary being addressed (identified as Tier 1, Tier 2, or Tier 3):

Most of the words are tier 1, but there are some that are tier 2.

Materials needed:
Teacher has everything I need to use.
Slides
Letter tiles
Story

Independent reading/highlight than coral reading.

Talk about what this story is about

I do:
New Concept
I will read directly from the bold print in the teacher manual and show the slides that correspond
to it.
Introduction
Articulatory Gesture
Reading: I will model connected phonation and successive blending as necessary, and students
practice reading chorally
Spelling: Use pound and sound

We do:
Word Work (6 min):
I will prompt the students to build words, switching back and forth between decoding and
encoding prompts.
Me: build the word tray (spelling) (say the word quickly, give in a sentence, say the word
again)
Student: pound and sound. stretch out sounds on fingers. Students will say the sounds as they
select letter tile/magnetic letters and build the word
Me: Add an S to the beginning tray, what is the new word? (spelling)
Now if I take away the R from stray, what is the new word? (reading)
Now lets change stay to say (spelling)
If I replace the S with a R, what do I get? (reading) ray
Now add a G to ray, what is the new word? Gray
Lets change the AY to an ow, what is the word? grow
If I take away the G what word do I get? row
If I replace the OW with an AY sound, what do I get? ray
Now replace the sound AY and add the letter D, what do I get? raid
If I replace the AI with an EE, what will I get? reed
Now replace the R with a F, what is the new word? feed
If I remove the D and relace it with a l, what do we get? feel
Lets change the L to T, what does it say? feet
Now lets remove the sound EE and replace it with IGH, what will that word be? Fight
If I add a L, what will the word be? flight
Lets remove the L and replace it with a R, what is the word now? fright
Lets replace the F with a B, what is the word? Bright

Irregular Words (6 min total): (double check)

Me: Let's read this word.
S: Today
Me: I am going to use the word in a sentence “Today is a great day.” How many sounds in the
word?
S: Pound and sound. Student stretches out sounds on fingers.
Me: What letter represents /t/? What letters represents /o/? What letter represents /d?
What letter would you expect to represent the /ay/ sound?
S: /ā/
Me: In this word, the /ā/ spells /ay/. That's the part we need to learn by heart.
S: Practice spelling the word. show video from heart word library collection, if available
You do:
Connected Text (15 min total):
Reading sentences and decodable story- most to least scaffolding:
1. Echo reading
2. Choral reading
3. Partner reading
4. Independent reading
T: Asks comprehensive questions, clarifies vocabulary, and draws attention to punctuation and
expression.