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
