nd Grade Turtles Race with Beaver: r-controlled er, -ir, and ur words
Instructional Objectives/ Student Outcomes After this lesson, students will be able to: Ask and answer questions pertaining to Turtles Race with Beaver such as who, what, where, when, why, and how to demonstrate their understanding of the text. Know and apply er, ir, ur phonic skills Read Turtles Race with Beaver fluently and accurately.
WV CSOs
ELA.2.R.C1.1 Ask and answer key ideas such questions as who, what, where, when, why and how to demonstrate understanding of key details in literary text. (CCSS RL.2.1) ELA.2.R.C7.1 Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. ELA.2.R.C8.1 Read with sufficient accuracy and fluency to support comprehension. read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ELA.2SL.C14.3 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. * (CCSS SL.2.6
National Standards 1.0 Development, Learning, and Motivation 3.4 Active engagement in learning 3.5 Communication to foster collaboration 4.0 Assessment
Management Framework Overall Time- 2 combined 50 minute lessons Time Frame- 5 min. teacher intro and demonstration 45 min. literacy centers 5 min. regroup for assessment and closure Strategies Teacher modeling/demonstration Teacher/student led discussion Independent/group practice Cooperative group Differentiated Instruction
Learning Differences: For students who are struggling to complete the lesson, I will aid them by having them by helping them read, or spell words they are trying to say. Sensory Differences: I will allow extra time and individualized instruction for students with sensory differences. Attention Differences: I will construct the lesson with steps that will be taken one at a time. The lesson will move quickly from one activity to another to keep interest. Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure. Motivational Differences: I will create the lesson using various motivational strategies, reaching students with motivational differences. Ability Differences: I will design the lesson so that students with ability differences are able to participate in the activity. Limiting sentences to be written. Physical Differences: I will adapt the lesson format for students with physical differences by adjusting the lesson, so they may participate. Cultural Differences: I will use examples from real- world cultural situations when creating the lesson. Communication Differences: Through use of the visuals, I will aid students will communication differences. I will assist students with questions or unknown words throughout the lesson. Enrichment: I will allow students who have completed their work to help clean up the closure activity, and to complete challenging worksheets for practice of states of matter Multiple Intelligence: Verbal/ Linguistic Spatial
Musical Naturalistic
Interpersonal Intrapersonal
Procedures Tuesday: Introduction/ Lesson Set Have students choral read high fluency words: enough, above, ago, word, toward, whole. Pass out Sisters who Share Poem sheet. See attachments. Read poem to class. Play the Sing Along CD 2x Ask students the setting in story Turtle Race with Beaver. Review Centers with Students
Center 1 Center 2 Center 3 Center 4 Center 5 Desk Work: Sisters who Share close- read Table: Cold Reads
Computers: Brain Pop Jr.: Freshwater Habitats Listening/Read Along Fluency and Comprehension Word Work: Once Upon a Time Game Vocabulary Body & Transitions
Students will get into their groups and go around the room until every group has hit every station. Each group will spend 9 minutes at each station. 1. Students will close read the Sisters who Share poem. They will highlight er, ir, and ur words. 2. Students will do their cold reads at the back table with Mrs. Barnett. 3. Students will log onto Brain Pop Jr. and learn more about freshwater habitats. 4. Students will listen to their story for fluency and verbally answer questions for comprehension before, during, and after the story. a. Who is the author of the story? Illustrator? b. Who are the main characters in the story? c. What is the setting? d. Why does Turtle bury herself in the mud? e. How are Turtle and Beaver alike? f. What happens before Beaver enters the water? g. Is the story realistic, or fantasy? 5. Once Upon a Time Game: Have groups of students play a storytelling game using r- controlled words with er, ir, and ur. a. Place the cards facedown. b. Children take turns picking a card and reading the word. After reading the word aloud, the child provides a sentence using the word. The next child chooses another card and continues the story idea from the previous sentence. Closure
Whole group: go over close read. o Allow students to share the words they highlighted.
Thursday: Introduction/ Lesson Set
Question of the day: What other things live in ponds? Listen to The Secret Life of Ponds Review high fluency words
Body/ Transition
Repeat Tuesdays lesson plan but make the following adjustments: Replace desk work with vocabulary workbook pages Replace listening to story with Readers Theater. See attachments
Center 1 Center 2 Center 3 Center 4 Center 5
Closure
Whole Group Venn diagram Activity: Draw a Venn diagram on the board and explain that one circle will be for turtles, and one for beavers and the intersecting circle will be the things the two animals have in common. Tell the class that they will work together to complete it. Have the students copy the diagram on their own paper. Call on an individual to name something that is different about turtles and beavers. Write the word, phrase, or sentence in the appropriate circle, and have the class repeat it. Continue having individuals contribute to the diagram. Frequently reread the answers. Have students write a sentence at the bottom of their Venn diagram, answering the question What is one way that turtles and beavers are alike? See attached Venn diagram as a guide.
Assessments
Diagnostic Review of high fluency words Question of the day Students answers of setting of story. Formative Observations of students during different centers Summative: Whole group/ small group comprehension questions pertaining to story Sisters who Share close-read Spelling workbook pages pertaining to r-controlled words Vocabulary workbook pages Venn diagram
Materials Turtles Race with Beaver story and CD Sisters who Share print out and Sing Along CD Readers Theater Spelling Workbooks Computers/ internet access Baggie of Once Upon a Time Cards Paper/ Pencil Desk Work: Vocabulary workbook pages Table: Cold Reads
Computers: Brain Pop Jr.: Freshwater Habitats and spelling practice Readers Theater fluency Word Work: Once Upon a Time Game Vocabulary Extended Activities
If Student Finished Early If students finish their desk work early, direct them to work on Spelling workbook page 30: er, ir, and ur words. If Lesson Finishes Early If lesson finishes early, direct students to work in spelling book. If Technology Fails Sing along to the poem without CD Have students take turns re-reading their story Have printed info and books about ponds and habitats available.
Post-Teaching
Reflections Mrs. Barnett has her students to work in centers for the first part of the morning. During these centers, the students go to (1) reading center for fluency, (2) computers to work with spelling or math, (3) the back table to work with her one-on-one, (4) the word wall to practice high-fluency words, and (5) to their desks to complete some type of individual work. I think that this is a concept that I will use in my classroom one day. I think that it is more beneficial for students to read aloud to a small group of students, rather than the whole class. This helps to eliminate any problems that could occur, such nerves or someone picking on another student. Overall, I feel that this lesson when smoothly. It was the first time that I had run literacy centers. I think that it successful. It really helped that they students were used to this type of rotation. The students really enjoyed the Readers Theater. They stayed on task at every station.
Sisters Who Share
Oh, my mother didnt like my Sisters Do not disturb! sign. She said sisters always share And what is hers is also mine.
So I shared my furry bunny, And Sis let me wear her shirt. And we both shared in the cleaning When our pup tracked in some dirt.
But when I got sick, my mom spoke up. She sounded strict and firm. She said, Share things with your sister, Fern, But do not share that germ!
Unit-4object Segmentation Regression Vs Segmentation Supervised and Unsupervised Learning Tree Building Regression Classification Overfitting Pruning and Complexity Multiple Decision Trees