December 8-9, 2014 (Suffixes and Vowel Sounds) Lesson Plan

Grade: 2

Subject:
Language
Overall Expectation(s):From The
Ontario Curriculum
(3) Use editing, proofreading, and
publishing skills & strategies, and
knowledge of language conventions,
to correct errors, refine expression,
and present their work effectively

Big Ideas/ Essential/ Enduring Understandings:

Suffixes and Vowel Sounds
Specific Expectation(s): From The Ontario Curriculum

Catholic Graduate Expectations:

A self-directed, responsible, lifelong
learner

Cross-Curricular Connections:

(3.2) spell unfamiliar words using a variety of strategies th

involve understanding sound-symbol relationships, and wo
structures

(3.5) Use parts of speech appropriately to communicate th

meaning clearly

Learning Goal: (We are learning)

(Based on curriculum expectations)
We are learning how to apply suffixes to words (verbs)
I am successful when I can:
(Based on learning goals)
I will be successful if I
Add suffixes to the given words
Identify the vowel sounds in the words from a given list
Learning Skills:

Assessment / Evaluation:

Responsibility Organization Independent Work

Initiative
Self-regulation
Collaboration

Recording Devices (e.g. anecdotal record, checkl

rating scale, rubric)
________________________________________
For Learning
As Learning
Of Learning
_______________________________________

Resources/Materials:

D.I./Accommodations (content/process/produc

Christmas booklet page 1 and 2 activities:

Suffixes and Vowel sounds
-s, -ed, -ing index cards with examples of
root words as visuals

Explain new vocabulary Use visuals, models, graphic organ

Extension/challenge
Scribe for student
Use of manipulatives
Wait time or extra time
Peer tutor
Model highlighting key points
Chunking
Change grouping, seating, quiet
Use Technology
Use a timer Other:

Teaching/Learning Strategies:
Accountable Talk
Presentations
Jig Saw
See/Think/Wonder
Think/Pair/Share
Class Discussion Role Playing
4 Corners
Problem Solving
Textbook
Placemat
Field Trip
Brainstorming
KWL
Gallery Walk
Hot Seating
Read-Aloud/Think Aloud/Interactive Read-Aloud Shared Reading/Writing

Essential Questions:
Can I add the appropriate suffixes to the root
words?
Can I identify the proper vowel sounds in a
given word?

Timing:

Video
Drama/Tableaux
Exit Card
Small Groups
Debate
Inside-Outside Circle
Choral Reading Readers Theatre
Guided Practice Independent Practice

Next Steps (Extension/Homework):

Christmas booklet page 3 &4

The Learning Activities: Sequence

~40 minutes
(20 mins each
page)

10 minutes

Minds On:
Explain that suffixes are word endings that add a certain meaning to the word.
For example: -s , -ed, -ing. *show cards as visuals on the board
-s: we use the suffix -s when we talk about another person doing something (we
use action words to describe what they are doing and these words are called
verbs)
*rake-s, tap-s, play-s, sing-s [we never use s when we talk about ourselves: ex. I
rakes, I taps, etc. its always used when we talk about someone or something else]
-ed: we use the suffix ed when we use a verb that happened in the past, or is
done already
*rak-ed [notice how you only have one e here, you can take out the extra e if you
have a double vowel]
*tapp-ed [notice how I added another p to tap, if I didnt it would be taped with a
long a sound, adding the extra p helps to keep the short a sound]
*play-ed
-ing: we use ing when we are describing a verb that is happening right now, or
something that is continuously being done
*rak-ing [notice again how I took out the e in rake because I had a double vowel]
*tapp-ing [again, I added an extra p to keep my short a sound, otherwise it would
be taping]
*play-ing
*sing-ing

10 minutes

Action:
Explain that on the first page of their booklet, they are to apply the suffixes s, -ed,
-ing to the words given to them. Model using one root word from the example
above and write it on the board.
Students will work on page 1 of their booklets.

Lesson 2
20 minutes

DI- Create working groups, the first being the students who prefer to work on their
booklets independently. The second will be the students who prefer to collaborate
with their peers and with teacher assistance, go through the booklet orally. They will
record the answers as we go along.
Page 2- Vowel sounds
Students will print the words from the given list to the correct box that matches the
vowel sounds.
Model first using different examples and have the students put them in the correct
categories:
Examples:
Long a sound- late
Short a- Santa
Long e- easel
Short e- selling
Long o- growing
Short o- octopus
DI- Create working groups, the first being the students who prefer to work on their
booklets independently. The second will be the students who prefer to collaborate
with their peers and with teacher assistance, go through the booklet orally. They will
record the answers as we go along.
Return to the success criteria for the day to check for understanding and completion.