UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Alyssa Maldonado PSMT Name: Laura Velasco

Lesson Plan Phonics - CK, NG Lesson Plan Topic: Phonics & Language
Title: Vocabulary - alphabetize Reading & Writing
Reading - Internet
Bulletin Board
Writing - Community
Date: 9/10/18 Estimated Time: Part 1 - 45 Mins
Part 2 - 90 Mins
Grade Level: 2nd grade School Site: Griffith E.S

1. State Standard(s):
● 2.RF.3:Know and apply grade-level phonics and word analysis skills in decoding words.
● 2.RF.4:Read with sufficient accuracy and fluency to support comprehension.
● 2.L.2:Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
● 2.L.3:Use knowledge of language and its conventions when writing, speaking, reading, or
listening
● 2.L.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.
● 2.W.5: With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
● 2.W.8: Recall information from experiences or gather information from provided sources
to answer a question.
● 2.SL.1:Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.

2. Teaching Model(s):
● Lemov Strategy
o #4 Tracking, Not Watching - Be intentional about how you scan your
classroom. Decide specifically what you’re looking for and remain disciplined
about it in the face of distractions.
o #29 All Hands - Leverage hand raising to positively impact pacing. Manage
 and vary the ways that students raise their hands, as well as the methods you
use to call on them.
o #47 STAR/SLANT
▪ Teach students key baseline behaviors for learning, such as sitting up
in class and tracking the speaker, by using a memorable acronym such
as STAR or SLANT

3. Objective(s):
● I can recognize the sound /ck/ and /ng/.
● So I can read words that have ck and ng.
● I am successful when I can spell words with ck and ng.

● I can tell you what an abbreviated noun is.

● So I can read them in everyday text.
● I am successful when I can read an abbreviated noun.

● I can learn new high frequency words.

● So I can read them in everyday text.
● I am successful when I can recognize high frequency words.

● I can say my alphabet.

● So I can alphabetize words.
● I am successful when I can put words in alphabetical order.

● I can read.
● So I can learn about a different type of genre.
● I am successful when I can comprehend the text.

● I can think about my favorite place in the community.

● So I can write three sentences.
● I am successful when I can write about my favorite place in the community.

4. Materials and Technology Resources

● White board
● Markers
● Projector
● Sing with me Phonics Book “Ding-Dong!” & MP3
● Large picture card of Key & Ring
● Read on Your Own Book 4 pg. 3
 ● PM1.41 practice page
● List of Alphabetical Words
● Anthology pg. 54 - 57

5. Instructional Procedures:

A. Motivation/Engagement: (5 Mins)
Lemov Strategy #47 Star/Slant
Daily Grammar - Abbreviations with Nouns
1. TW explain that abbreviations are short forms of words.
a. EX: Mr. Harris called a meeting. Dr. Smith will be there.
2. There are even abbreviations for titles.
a. Capt. Jones will also be there.
3. Proper Nouns can also be abbreviated.
a. Road → Rd. October → Oct. Monday → Mon.
b. The meeting will be on Mon., Oct. 15 downtown.
c. Come to the city hall at 516 pine Rd.
4. TW list abbreviated proper nouns and have students say the proper noun out loud.
a. St. (Street), Rd. (Road), Tues. (Tuesday), Sept. (September), Mrs., Mr.,
Dr., Capt.,

B .Developmental Activities or Learning Experiences:

PART 1 - MORNING - Have students come to the carpet with whiteboard & markers.
Match & Isolate Final Sounds (5 Mins)
1. Have students listen for the ending sound.
2. Say the words - back, quick. Have students repeat after you.
3. Segment Sounds: b/a/k & kw/i/k →
a. Ask students “Do both words have the same ending sound?” “What is the ending
sound?”
4. Say the sound again - /k/
5. repeat process with the following words:
a. Encourage students to give you a thumbs up if they do hear the same ending
sounds, if not, then a thumb down.
b. rang/ ding, sick/did, lock/sack, will/pull/sell , not/get/fit

Learn Words with ck, ng (10 Mins)

1. TW explain to students to listen out for /k/ & /ng/ sounds in their new song.
2. Display and play Ding- Dong! Sing with me phonics book.
3. Have students write on whiteboards all the words containing /ck/ & /ng/
4. Students will share whole group. They will give themselves a check mark if they already
 have the word. If they do not, they must write it on their whiteboards.
5. TW tell students these words have /k/ at the end.
a. Sock, back, quick
6. TW tell students these words have /ng/ at the end.
a. rang, long, king
7. TW tell students “I will say a word. Listen for the /k/ sound. If you hear /k/ at the end, give
me a thumbs up. If you do not hear it, then give me a thumbs down.
a. duck, fit, pack, nick, sad, bell, rock.
8. TW tell students “I will say a word. Listen for the /ng/ sound. If you hear /ng/ at the end,
give me a thumbs up. If you do not hear it, then give me a thumbs down.
a. ring, song, pal, red, wing, get, hang, not
9. TW display large Key photo card. Say Key. Have students repeat.
10. Say /k/. Have children repeat.
11. TW write the word duck and read it.
12. TW show the ck on the big photo card and explain that one way to spell /k/ is with ck.
13. TW display large ring photo. Say ring. Have students repeat.
14. Say /ng/. Have students repeat.
15. TW write the word song and read it.
16. TW show the ng on the big photo card and explain that we spell /ng/ with ng.
17. Have students give examples of /ck/ words on their whiteboards. Write them down for
everyone to see.
18. Have students give examples of /ng/ words on their whiteboards. Write them down for
everyone to see.

Spell words with ck, ng (10 Mins)

1. TW say a word - King
2. Segment sounds - /k/i/ng/
a. Ask students “What is the first sound you hear?”
3. Repeat the word - king, have children write the word down.
4. Check spelling - TW write the word down for all to see. If they got it right, they will give
themselves a check mark.
5. Repeat for the following words:
a. long, neck
6. TW say a sentence - The king has a long neck.
7. Children will repeat the sentence and write in on their boards.
8. Correct spelling - TW write the sentence on the board for all to see.

High Frequency Words (10 Mins)

1. Display Read on your own book 4 pg.3
2. TW read aloud pg.3. Start with word bank.
 3. Say high frequency word - were.
4. Say a sentence with the word - Buck and Ted were helping the man.
5. Say the word again, and have students repeat it, then write it on their whiteboards.
6. Repeat the steps with the following words
a. each, no, said, saw, use, was , who.
7. Correct spelling - TW write the words on the board. Students will give themselves a check
mark if correct. Students will write the correct spelling of the word on their boards if
incorrect.

PART 2 - AFTERNOON - Have students come to carpet with whiteboards & markers.
Vocabulary Strategy ( 20 Mins)
1. Display Anthology pg. 54 on overhead.
2. Read the introduction aloud and review alphabetical order with students, explain
“Alphabetic order is used in dictionaries, glossaries, and indexes”
3. Read the callouts to explain how the words are alphabetized by 1st, 2nd, and 3rd letters.
4. Display are read aloud the following words: library, area, home, building, locate, hospital,
identify. Work together to put the words in alphabetical order.
a. Guide children in using 3rd letter to alphabetize home & hospital.
b. Guide children in using 2nd letter in alphabetizing library and locate.
c. order is → area, building, home, hospital, identify, library, locate
5. Display new list of words: everywhere, eight, corner, school, end, neighbor, sea, country.
Have students work in pairs to try and put in alphabetical order on their whiteboards.
Have volunteers read aloud their words.
a. order is → corner, country, eight, end, everywhere, neighbor, school, sea

Academic Talk (10 Mins)

Lemov Strategy #29 All Hands
1. Instruct students that they will be going back to their desk. Once there they must pull out
their anthologies and turn to page 55.
2. Read aloud the title and question.
a. Explain when something is your favorite, you like it the best.
3. Give students time to flip through pages 55 - 57 to look at the pictures.
4. Call students back and ask “What do you predict some of the answers to your question will
be?”
5. Have students share predictions with the rest of the class.

Shared Reading (25 Mins)

1. Have students point to “Connect across Text” and follow along as you read it.
2. TW tell students “Remember last week when you read “Be My Neighbor” ? What was
your favorite place in that photo essay?” Have students share aloud.
 3. Have students point to “Genre” and follow along as you read it.
a. Elaborate - Someone can post or write a question online. Then other people read it
on their own computers and post their answers to it. This is a great way to get
many responses. This is called a discussion board or discussion group.
4. Read pages 55 - 57 to the class. Remind students they are engaged if they are following
along.
a. As you read each person’s favorite place, have children point to the matching
photograph.
b. Stop and ask! After Thomas’ post “Why does Thomas think that everyone should
visit the zoo? Does his post make you want to visit the Zoo?

Writing - Write About Communities. (30 Mins)

Lemov Strategy #4 Tracking, Not Watching
1. Explain to students that they will now write their own post for the internet discussion board
about their favorite place in the community.
2. TW show an example.
3. Have students pull out their writing notebooks. They must write at least 3 full sentences
before they can draw a picture and color it.
4. Open up a free notebook page on the projector and write any words students may need help
with spelling.

C. Closure: (10 Mins)

1. Hands Up- Pair Up- Share Up
a. Have students share with their peers about what they wrote about. While the
music plays the must have their hands up and circulate around the room. When
the music stops, student must high five their peer and share. Students go back to
back when they are finished sharing.

d. Extension:
1. Student can work on PM1.41 practice page on consonants ck, ng. Do not tear out.
2. Centers.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● English Language Learners
o Explicit modeling and instruction. Make sure when it is individual work or group
work to check in on them regularly. Potentially pull them off to the side and work
with them.
● Behavioral Plans
o If student has a history of not getting along very well with others, during group
 work, have them be your partner.

7. Assessment and Evaluation of Learning:

a. Formative:
● Formative assessment will be evaluated by
○ Teacher Observation

b. Summative:
● There will be no summative assessment conducted as this is a one-time lesson
plan.

8. Homework Assignment:
● No homework will be assigned.

Alphabetize Alphabetize
Words Whole Words with
Group Partner
library everywhere
area eight
home corner
building school
locate end
hospital neighbor
identify sea
country