Section 1: Lesson Preparation    Teacher Candidate Name:  Ms. Lope   Grade Level: 2nd grade   Date:   Unit

  

Section 1: Lesson Preparation

  

Teacher Candidate Name: 

Ms. Lope

 

Grade Level:

2nd grade

 

Date:

 

Unit/Subject:

ELA

 

Lesson Summary and Focus:

In 2-3 sentences, summarize the   lesson, identifying the central focus based on the content and skills you are   teaching. 

 

Classroom and Student Factors/Grouping:

 

National/State Learning Standards:

Common   Core State Standards:

RF.2.3 a. Distinguish long and   short vowels when reading regularly spelled one-syllable words.

 

Specific Learning Target(s)/Objectives:

Objective   (Explicit)

Student will be able to (SWBAT): 

· decode the vowel sound short /e/   in one-syllable words. 

· to distinguish the short /e/   sound in one-syllable word within a sentence.

Sub-objectives

· SWBAT sound out words phonically 

· SWBAT differentiate between   different phonemes

 

Academic Language

Short /e/ sound

Long /e/ sound

Ben, Ted, let, bed, red, get,   tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.

 

Resources, Materials, Equipment, and   Technology:

Short /e/ Vocabulary list

Short /e/ paragraph

Short /e/ Book Jen

Short /e/ Word Search worksheet 

Section 2: Instructional Planning

  

Anticipatory Set

Time Needed

 

Multiple Means of   Representation

The teacher will start a   conversation with the student, asking the student what the different sounds   the different vowels make. Teacher will then lead into conversation about the   e sound and it makes two different sounds. Teacher will tell the student that   today's objective is to work on the short /e/ sound. Teacher will review the   short and long e sound with student, teacher will ask student about learning   it in the past. (How did you learn these sounds? How do you remember which   sound to make?) Teacher will tell student that we are going to read a   paragraph and look for the short /e/ sound.

Explain   how you will differentiate materials for students with special needs

· What   accommodations/modifications will you include for a specific student?

· Do you anticipate any student who   will need an additional challenge?

What   co-teaching approach will you use to maximize student achievement?

Time Needed

 

Multiple Means of   Engagement

Teacher will have the student   read the paragraph that emphasizes the short /e/ sound. The teacher will help   the student if needed. The teacher will then have the student highlight the   short /e/ sounds. Teacher will explain that it is a short /e/ sound because   of the CVC/CVCC pattern.

How did you know to use the short   /e/ sound? What would it sound like if you used the long /e/ sound?

Student will read the paragraph.   Student will highlight the words with the short /e/ sound. Student will ask   and answer questions.

Explain   how you will differentiate materials for students with special needs

· What   accommodations/modifications will you include for a specific student?

· Do you anticipate any student who   will need an additional challenge?

What   co-teaching approach will you use to maximize student achievement?

Time Needed

 

Multiple Means of Expression

Teacher will tell the student to   read aloud the mini book and highlight the short /e/ sounds. Teacher will   visually assess student while working, teacher will ask and answer questions.   

Why did you highlight that word? 

How do you know it is not   pronounced (use long /e/ sound in place of short /e/ sound)?

Student will read the book aloud.   Student will highlight the short /e/ sounds. Student will ask and answer   questions.

Explain   how you will differentiate materials for students with special needs

· What   accommodations/modifications will you include for a specific student?

· Do you anticipate any student who   will need an additional challenge?

What   co-teaching approach will you use to maximize student achievement?

Time Needed

 

 

Extension Activity   and/or Homework

Teacher will talk with the   student about the importance of knowing when to use the short /e/ sound   giving the examples of:

Ben vs. Bean

Bed vs. Bead

Pet vs. Peat

Red vs. Read

Teacher will ask the student if   there are any other words that use the short /e/ sound that make another word   when the short /e/ sound is exchanged for the long /e/ sound.

Time Needed