Kelley Lach

Subject: English Language Arts Date: November 4, 2014 Period: 9:30-10:00

Lesson Goal:
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words
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
Stduents will learn the long e vowel sound with their spelling words will correctly
pronounce and identify each word. Students will also be able to pronounce and explain
the first four robust vocabulary words of the week by using context clues and their own
experiences.
Anticipatory Set:
Review authors purpose (to persuade, inform, or entertain)
Introduce robust vocabulary
Sound out robust words
Introduce long vowel e sound (ey, y) that is found in the spelling words for the
week
Introduce spelling words
Instructional Strategies:
Whole group: Read aloud and introduction of first four robust words and spelling
words
Materials:
Read Aloud Anthology: Cardboard Box Joins Toy Hall of Fame
SmartBoard presentation that includes the first four robust words and spelling
words for this week
Activities:
Whole group:
o Read Aloud Anthology to introduce robust vocabulary: Cardboard Box
Joins Toy Hall of Fame
Before reading, review the authors purpose of writing a text: to
persuade, to inform, or to entertain (P.I.E)
Read story on carpet, pausing throughout to explain words, make
connections in the text, etc.
o Introduce first four robust words: recently, housed, official, nominate
Connect words to the story and to familiar events in students lives
Student will read the word, teacher will explain the word, then
teacher will provide prompts about each word for students to
respond to
o Introduce spelling words for the week: very, messy, lady, happy, key,
baby, money, funny, candy, sunny, chimney, nobody, breezy, twenty,
keyhole
Introduce long vowel e sound (ey, y) that is found in the spelling
words
Individual students will be called on to reveal a word, read the
word out loud, and then to correctly use that word in a sentence

Accommodations for Special Learners:
Additional support and assistance provided to struggling students in
pronunciation of new words
Additional explanation of new words to those in need
Assessment (formal or informal):
Student responses to teacher prompts and questions
Teacher observation
Pronunciation of words/long e sound
Reflection: