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Whole Group Reading Lesson PDF

This lesson plan template summarizes a lesson for 2nd grade students on distinguishing r-controlled vowel sounds (ar, er, and or) with 80% accuracy. The lesson includes a focus and review activity, stating the objective, teacher modeling, guided practice with student participation, independent student practice with a worksheet, formative and summative assessments, and a closure activity. The assessment results showed that 9 out of 14 students successfully completed the worksheet while the remaining 5 students struggled distinguishing "doctor" as having an "or" sound versus an "er" sound, indicating dialect may have played a role.

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260 views4 pages

Whole Group Reading Lesson PDF

This lesson plan template summarizes a lesson for 2nd grade students on distinguishing r-controlled vowel sounds (ar, er, and or) with 80% accuracy. The lesson includes a focus and review activity, stating the objective, teacher modeling, guided practice with student participation, independent student practice with a worksheet, formative and summative assessments, and a closure activity. The assessment results showed that 9 out of 14 students successfully completed the worksheet while the remaining 5 students struggled distinguishing "doctor" as having an "or" sound versus an "er" sound, indicating dialect may have played a role.

Uploaded by

api-381535181
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student Teaching edTPA Lesson Plan Template

Subject: Language Arts Central Focus: R-controlled vowel sounds (ar, er, and or)

Essential Standard/Common Core Objective:


CCSS.ELA-LITERACY.RF.2.3.E
Date submitted: Date taught: 10/30/17
Identify words with inconsistent but common
spelling-sound correspondences.
Daily Lesson Objective:
Students will be able to distinguish r-controlled vowels with the spelling ar, or, and er, with 80% accuracy.
Performance: Students will be able to distinguish r-controlled vowels with the spelling ar, or, and er.
Conditions: independently
Criteria: 80% accuracy or 15/18 points
21st Century Skills: Academic Language Demand (Language Function and
Productivity and accountability, initiative and self- Vocabulary):
direction Language Function: determine
Vocabulary: r-controlled vowels
Prior Knowledge:
Students must have knowledge of letter sounds and the concept of r-controlled vowels (ar, er, or).

Activity Description of Activities and Setting Time


T has all students sitting. T asks questions to review what they know about r- 3 Minutes
controlled vowels. Examples of questions T can ask:
1. Focus and Review Can anyone tell me what an r-controlled vowel is?
Can someone give me an example of an r-controlled vowel?
What sounds does those r-controlled vowels make?
2. Statement of Objective T tells the students, Today you are going to be able to distinguish r- 2 Minutes
for Student controlled vowels with the spelling ar, or, and er.
T pulls up 1 problem on the board that appears like this: 5-7
Minutes
Directions: Use the picture to help you figure out whether the word has an er,
or, or ar sound. You will write the correct letters on the line. Then circle your
answer below.

3. Teacher Input
Sc a r f

er or ar
T works through the problem. T starts by reading the directions. T does a
think aloud for the whole problem:
I know that the picture is showing a scarf. So what r-controlled vowel sounds
do I hear in that word sc ar f (2x). I hear the ar sound. Which I know is ar.
So I am going to write it in the spaces given, and then circle my answer
choice. Im going to read over my word just to make sure Im right. Sc ar f
(2x). T then tells students the next one they are going to do together.
T repeats the same process with a new problem, but instead of the T working 57
through the problem. The T ask students questions to help them solve the Minutes
problem.

New Problem:

Directions: Use the picture to help you figure out whether the word has an er,
or, or ar sound. You will write the correct letters on the line. Then circle your
answer below.

4. Guided Practice

c o r n
er or ar
Questions T can ask:
What is the picture of?
What sounds do we hear in that word?
Do we hear the or, er, or ar sound in the word?
So where should I write the er/ar/or?
Which one should I circle then?
S will receive the worksheet, ER vs. OR vs. AR. T will ask S to work 15 20
5. Independent Practice independently to determine the answers. T will walk around table by table. Minutes
Helping S who appear to be struggling.
Formative: Teacher will observe students working throughout the independent practice.
Asking thought provoking question to move or deepen students thoughts about or, er, or ar
sounds.
6. Assessment Methods of
all objectives/skills: Summative: T will take up the worksheet and grade with the requirement that 15/18 points
is what is needed to pass. Writing the letters on the line is one point and circling the correct
answer of or, er, or ar is 2 points. With 6 questions total, there will be a total of 12 points
available for the assignment.
Students when finished with the worksheet will be asked to flip the worksheet 3 Minutes
7. Closure over and see how many words they can come up with, with the or, er, or ar
sound/spelling.
9 out of the 14 students were able to successfully complete the worksheet with a 100%.
8. Assessment Results of While all of the other 5 students struggled with doctor. They put docter, which does
all objectives/skills: make sense depending on how you have been taught to say the word doctor. So dialect I
believe plays a factor in that.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
Students who are ESL learners will be given extra If the assignment is too difficult for a group of students, the
time on the assessment if needed, and a translation teacher may pull them aside and work with them more one on
dictionary/app to help with work translation. If one. Which will allow the T to address the students
there are students who speak the ESL students independent struggles.
native language along with English. These students
may be placed together so they can work together.

Materials/Technology:
Board to project slides
Worksheet (ER vs. OR vs. AR)
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______


Name: ______________________ Date: ___________

ER vs. OR vs. AR
Directions: Use the picture to help you figure out if the word has an or, er, or ar sound. Once
you figure it out you will write it on the lines. Than circle the sound that is in the word.

f __ __ mer st __ __ t f __ __ k

er or ar er or ar er or ar

doct __ __ dinn __ __ c __ __ n

er or ar er or ar er or ar

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