Title of Lesson: Literacy Lesson 1: Phonics/Word Work

Name: Ashlea Willoughby

School/Grade: Albertville Primary School/2nd Grade
Date Lesson Taught: March 12, 2021

Required Component
Alabama College and Career Ready Standards
Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.2.3]
Decode words with common prefixes and suffixes. [RF.2.3d]
Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]
Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings. [RF.2.4b]

Specific Lesson Objectives (Audience, Behavior)

Second grade students will analyze words to understand and sort words with common
suffixes. (SKILL)
Second grade students will apply understanding of common suffixes with accuracy,
appropriate rate, and expression with multiple readings of text. (READING)
Second grade students will complete a read, write, draw activity, applying words with
common suffixes. (WRITING)

Assessment of Student Learning (Must match specific lesson objectives)

The teacher will observe students as they analyze and sort words with common suffixes
and provide feedback.
The teacher will listen as students apply their understanding of common suffixes with
accuracy, appropriate rate, and expression throughout multiple reading of text.
The teacher will evaluate students’ write and draw activities for application of words
with common suffixes.

Differentiation to Meet the Needs of All Students (Must include SPED, Gifted, and
ELL)
List your options for differentiation for all three of these diversity groups regardless of
practicum class needs.
SPED: Offers other ways of responding using either assistive technology or other
response styles, allow for extended time, strategically group students, provide word
banks with common words with suffixes
ELL: Strategically group students, offer word banks with common words with suffixes,
allow for additional time, provide picture support for unfamiliar words
Gifted: Provide complex word banks with advanced words with suffixes, provide word
bank of base words and allow them to change the suffixes to fit their writing

TWIRL/V:
TALK: Students will talk with each other as they analyze and sort common words with
suffixes.
WRITE: Students will write several sentences that include common words with suffixes.
INVESTIGATE: Students will sort common words with suffixes into categories based on
their endings and the ending sounds.
READ: Students will read the article, “A Ball and a Basket” by ReadWorks.
LISTEN: Students will listen to each other and the teacher while investigating, reading,
and writing components.
VIEW: Students will view their word sort activities as a word bank for the writing
component of the lesson.

Student Friendly Objective (“I will” statement)

Today I will learn about common words with -ing and -ed endings. I will analyze and
sort common words with these endings, read an article, and write a few sentences
about what I read using common words with these endings.

Motivation & Prior Learning/Prior Thinking

Motivation: Concept of “teamwork” and “competition” since we are doing a basketball-
themed phonics lesson for March Madness
Prior Learning: Material was already taught to the whole class as part of spelling and
vocabulary lessons earlier in the week; students for this small group lesson are Tier 2
regular & Tier 2 ELL students who might need more assistance with ensuring that they
know the correct way to pronounce and use common words with -ed and -ing endings

Step by Step Lesson Outline/Procedures

This is the heart of the lesson plan. In this section explain the logical and sequential
steps you will follow as you teach. Explain what you will say and do to ensure student
thinking and learning.

Describe the lesson step by step. The description should be in sequential order and
include all of the following components. Strong scripting of the entire lesson is required.
● Before-During-After Framework
BEFORE: Student Friendly Objectives, Explanation of motivation, schema,
prior knowledge & background building
DURING: Explicit Instruction: What will be modeled? How will learning be
guided? What will students apply? Exact descriptions are required.
AFTER: Wrap up of learning, application of learning, summation of lesson,
● Modes of Reading: Three modes of reading are required in each literacy lesson:
Teacher Read-Aloud, Choral, Partner, Whisper (note: ANY form of Round Robin
reading is NOT acceptable)
● Strong descriptions of expected teacher actions and student learning actions
● Thorough description of student artifacts (note: ANY reading program workbook
page or similar artifact is NOT acceptable)
BEFORE:
● Okay, you guys, we are going over -ing and -ed endings this week, so we are
going to talk about those in our small group today. We’re going to read a short
article about basketball that gives you more information about how the game
started. We’ve already talked about these endings this week, but we’re going to
go over them in a little more detail today.
● I’m going to read it to you before we get started on our activities for today, and I
want all of you to follow along. I DO: Read the short article “A Ball and a Basket”
from ReadWorks.
● This article has a lot of interesting information about how basketball got started.
Some of this information we’ve already learned this week, but some of it is stuff
that we didn’t know already.
DURING:
● Now, I want all of you to whisper read this article while I read it aloud. WE DO: I
will read aloud while all of you whisper read with me. (Read the article a second
 time and listen for students’ whisper reading.)
● Alright, we should all be pretty familiar with this article now that we have read it
twice. YOU DO: Now, I want you to pair up and go over this article one more
time, but as you read this time, I want you to highlight the words with -ing
endings in yellow and the words with -ed endings in orange. (Give students time
to highlight the words with their partners.)
● Alright, come back to me in 3, 2, 1. Now, we are going to go over the words that
you highlighted. As we go over those words, I want you to separate them into
categories in the blank space at the end of the article based on their ending. So
make a T-chart that is separated into two columns with -ing at the top on the left
side and -ed at the top on the right side. As we each share our words, I want
everybody to write them down in the column that has the same ending as the
word. I DO: Model the t-chart with examples of each type of word. What are
some of the words that you highlighted? WE DO: Apply: Let each student name
a word that they highlighted with their partners and have all of them write it down
in the correct columns. So, you all noticed that the word “named” in the second
sentence has one of our endings. Which ending does it have? (Wait for the
students to respond with “-ed”) That’s right, it does end with -ed, so we’re going
to put it in our -ed column. (Continue through the rest of the words that students
highlighted in the article)
● Now that we’ve figured out which words in the article have -ing and -ed endings,
let’s figure out what the base word is for these. Guide: Our first word is “named”.
So, if we remove the -ed ending, we are left with “nam”, but that doesn’t really
make sense. If we look back at our article, we see that the word “named” is
between “gym teacher” and “James Naismith”. Is James Nasmith a person?
(Wait for them to respond with yes) So, if we are talking about a gym teacher
with the name James Naismith, then what is the base word for “named”? (Wait
for students to respond with “name”) That’s right. Now we are going to do that
with the other words that we’ve highlighted in the article. (Go over the rest of the
highlighted words and have students tell the base word)
● Now, some of our -ed ending words make different sounds. The word “named”
makes a different ending sound than the word “invented”. That’s because the -ed
ending can make three different sounds. It can make the /d/, /t/, or /ĕd/ sound
depending on which word it is attached to. I DO: Model the /ĕd/ sound in
“invented”, the /d/ sound in “named”, and the /t/ sound in “passed”. WE DO:
Guide students through making the phonemic sounds in each of the three
selected words. YOU DO: Apply what you now know about the -ed ending
sounds by completing the -ed ending sounds word sort in your class Schoology.
AFTER:
● Now that we have gone over all of those words with -ing and -ed endings and the
sounds that the -ed ending can make, I want you all to practice adding -ing and -
ed endings to words on your own.
● I want you to write one paragraph about why you enjoy playing basketball. In
your paragraph, you should use at least three words with -ing or -ed endings.
You can use your word sort activity as a word bank to help you with your writing.
When you finish, you will turn it in at the basketball table on the left side of the
classroom. I DO: The teacher will support students as they write by providing
help with spelling or crafting -ing or -ed ending words.
Materials
Individual copies of the article “A Ball and a Basket” for each student and the teacher
Orange and yellow highlighters
Pencils
Chromebooks
Google Slides Manipulative for -ed ending sounds
Writing printout with lines for students

Information about Students and their Learning Needs

Total number of students _6__ Males _4__ Females __2_

Students with Special Number of Students Accommodations and/or pertinent IEP Objectives
Needs Category
Students with IEPs 0 Full word bank to choose from with
multiple -ing and -ed ending words,
simplified article with more pictures
English Language Learners 3 Picture cards for phonemes and words
Gifted 0 Design a poster to get other students
interested in playing basketball
504 0 Physical manipulative instead of digital,
writing scribe or assistive device for
writing assignment
Autism or other severe 0 Simplified article with more pictures of
disabilities
actions and people, simplified writing
assignment (draw a picture about
playing basketball and write a sentence
with one -ing or -ed ending word)
Reflection Commentary
In your reflection on the lesson address each of the following:
1. How well did you focus on student thinking and learning?
2. What was working? What was not working? For whom? Why?
3. Use specific examples of students’ work, actions or quotes to support your claim.
4. What missed opportunities for student learning are you aware of?
5. If you could do the lesson again, what might you do differently to take advantage
of missed opportunities to improve the learning of the students?
6. If you had the opportunity, what would you teach next to build on this lesson?

Digital Artifacts of Planning, Teaching, Student Work (Do not include actual
samples, digital artifacts are required)
Attach digital artifacts of the following and label as such:
● Evidence of planning- materials created, supplies gathered, lessons practiced
 ● Evidence of teaching- charts made, pictures of lesson in progress (does not
have to include children), pictures of technology use
● Evidence of student learning- student products, what was written, drawn,
created.
Actual items will NOT be accepted. Digital artifacts are required. Please attach
photographs of the above. Please see examples in class. This requirement is
non-negotiable and must be adhered to in order for your lesson to be accepted
for grading.