LESSON PLANNING

Name ____Missy Doylida____ Grade level ____Second__ Observation: 1 2 3 4

General goals of LESSON Long term: Be able to recognize more words in books the students read.

Short term: Be able to know the words. Be able explain what suffixes are and how they change the meaning of the word. Specific goals of lesson Long term: To recognize this units words in future books and write them correctly when writing. To recognize if there is a suffix on the word or not. Short term: Be able to spell the words correctly on the spelling test.

1. Title of Research Lesson: Learning Spelling Words 2. Standards addressed:

CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CCSS.ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. CCSS.ELA-Literacy.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-Literacy.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

3. Background of the LESSON: The students have learned new spelling words each week The students have taken spelling tests before

5. Lesson procedures time activities

(Divide this into sections. Sections might include: Setup, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.)

page _2__ dialogue

(Teachers Questions; Anticipated Student Responses)

environment
(Materials, Strategies, Adaptations)

comments

Introducing er and est and what a suffix means

Who can tell me what this word says? ASR: Harder This is hard, this is er -er is the suffix Who can tell me what this word says? ASR: Hardest This is hard, this is est -est is the suffix What is a suffix? ASR: End of word, change the meaning, used for describing words, compares things, attached to base word What is base word? ASR: Hard Remember we already talked about a prefix and prefixes go at the beginning of the word

Pencil Spelling Paper Promethean Orange Spelling Books

Go over the transparency that shows how words blend with the suffix to create a new word

Read the top three bullet points Read the sentence What is the base word? ASR: small, teach, tall What is the suffix? ASR: er, -est What is the new word? ASR: smaller, teacher, tallest

Read sentences at the bottom

Which word has the suffix? ASR: fresher, freshest, smarter, smartest What does the word mean? ASR: to be smart, to be fresh How does putting the er/est change the meaning? ASR: smarter than someone, comparing someone, smartest like the best of everyone, fresher than another flower, comparing things, freshest of them all

Take out the writing sheets and write down the spelling words while using them in a sentence

Say each word and spell it on the promethean Call on students to use it in a sentence Taller: She is taller than her sister Tallest: I am the tallest in my class Fresher: This apple is fresher than the other one Freshest: This orange is the freshest one Smaller: The puppy is smaller than my rabbit Smallest: This is the smallest dog Ive seen Smarter: The boy thinks hes

smarter than his brother Smartest: He thinks hes the smartest in his class Happier: I am happier when I play baseball than soccer Happiest: I am happiest when I play baseball Paragraph Telephone Lion: The lion roared Oil: They put oil in the car Men: The men played cards

Write the words in the orange book and see if there are any questions about the words or their meanings

Now take out your orange books and write down the words in there Are there any questions about the words? Is anyone confused on what the words mean? ASR: Does freshest only apply to a certain thing? When would I use happiest? Is oil in the car the same as oil we cook with?

6. Evaluation:

(How will you know whether or not you have achieved your short-term specific goals? What did the childrens responses to this lesson tell you about whether your goals were met? I will know they are learning the words if they write them down. I will know if they are paying attention if they are looking at me and following along. I will know if they understand the words if there are any questions or they are eager to use them in a sentence. I will know if they understand suffix if they can tell me what part of the word is a suffix and how it changes the meaning

7. Post-lesson reflection:

What would you change about this lesson and why would those changes improve it?

I would change my lesson and add more visuals to help demonstrate the difference between a word ending in ER and a word ending in EST. I would also ask more frequently if the students understand the meaning between the different endings and ask for examples from the students to demonstrate whether or not they understand it instead of them just saying they do. I would also try to keep the students focused for longer and use more attention getting devices because at the end the students were getting restless and talking more.

How did your organization and materials affect the success of the lesson?

The sequence went well and the students followed me the whole time. The students understood how to spell the words and they came up with great sentences to practice using the words.

What were some challenges with this lesson? What surprised you?

The students started to get restless and talk more towards the end even though these are the spelling words they need to know for the spelling test at the end of the week. The students surprised me when a few of the students already understood the meaning between words ending in ER and EST.

Additional comments?

Next time I would write smaller on the board so I dont need to erase the first few words to fit them all.