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Chapter 5 Poem Lesson:

Using Poems to Teach Whole Words and Phonics Skills


Esther Linnartz
EDU 3410-OL1
1 March 2015
Second Grade
CCSS ELA Standards:
RF.2.3, RF.2.3.A, RF.2.3.F

Lesson Plan
Lesson Video: http://youtu.be/VYo83c4V1KU
Whole Word: before
Phonics: CVVC long vowel patterns. (near)
Area of Needed Reading Instruction:
Learning the whole word before and learning the CVVC long vowel pattern.
Intended Learning Outcome:
Being able to recognize before when they see it and also being able to see the CVVC
long vowel pattern and read it accordingly. According to CCSS, they should be able to 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, and recognize and read gradeappropriate irregularly spelled words. From: http://www.corestandards.org/ELALiteracy/RF/2/.
Past Learning:
They know how to flip the sound when they come to a vowel in a word, this will help
them recognize a situation in which to use the long vowel sound first. They have come across
before when talking about sequencing and cause and effect.
Building Background:

Talk about how we flip the sound when we are reading and come to a word we do not
know to change the vowel and check to see if it makes sense.
Teacher directed instruction:
Tell them that they will be hearing a poem that is about snow, like we just got. Then
prompt them to remember the word before that they have seen before when studying cause and
effect. Then ask them to listen for that word, but also ask them to listen for interesting words and
to make note of them.
Read the poem. Let some kids tell some of the interesting words that they heard.
Discuss the poem and what it is about. Then list some of the words that end lines and how they
have long vowels. List them on the board and show how when two vowels go walking, the first
one does the talking. So the word, near makes the long E sound.
Write the word before and have them read it together. Talk about how it does not look
like it sounds. Talk about how it might sound if they read it according to the rules that they
know. Then talk about how it is a rule-breaker and have them read it together again.
Teacher modeling:
Give the word clear in a sentence (The lake was so clear I could see to the bottom of
it.) and think out loud about how it might say d-e-a-r, but then remember that when two
vowels go walking, the first one does the talking. Try it with a short e sound. Check to see if it
makes sense after each attempt. Notice that it does not make sense and flip the vowel to see if
it makes sense then.
Teacher guided practice:

Give them words in sentences and have them read them with the long vowel sound.
Have them also read sentences with before in it.
Independent student practice for phonics skill:
Then give them words to cut apart and sort by the long vowel sound. Half of the class
will have one set of words and the other half will have a different set. After they have had some
time to sort them correctly, then pair them up so that each pair has different sets, then have them
work together to sort all of their words combined.
Sorting words that have the CVVC long vowel pattern (near, deep, shout, rain, boat,
meet, straight, pain, wait, train, chain, read, mean, clean, stream, teacher, speak, beach, road,
soap, goat, throat, blue, fruit, toe, pie, coat, glue, cheese, sleep, goal, toad, green, eat, speak,
teeth, street, dream, ). Sort them into the different long vowel sounds. Then scramble them and
work with your partner (who will have a different set of words) with both your words to sort
them again.
Independent student practice for whole word:
The children will have cut out squares with each of the letters in before on them. Have
the children use them to make the word. Then they should scramble them and make the word
again. Then they should write two sentences in their writing notebook that have the word,
before in them. Also, remind students to look for the word during Readers Workshop when
they are reading independently. Give them sticky notes to put on pages that they found the word
before. After Readers Workshop is over, give them time to share where they found the word
in some of the books that they were reading.
Ongoing diagnosis:
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Watch children as they sort, ask different children to say some words for you. Notice
who has difficulty saying the words with the long vowel sound.
In your small group instruction, choose a book that you know has the word before in it
and see if children notice. If not, point it out to them so that they will have continued practice
with it.
Modifying instruction:
With children who are still struggling, review long vowel sounds and continue to practice
with the CVVC pattern. With high students, begin giving them two syllable words that have the
CVVC long vowel pattern in them.
Work with children who did not see or who could not read the word before and work
on making the word by using magnetic letters on a tray or by writing the word and then telling
you a sentence that uses the word.

Poem
Stopping by the Woods on a Snowy Evening by Robert Frost
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer


To stop without a farmhouse near
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Between the woods and frozen lake


The darkest evening of the year.

He gives his harness bells a shake


To ask if there is some mistake.
The only other sounds the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep,


But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
Source: http://www.poetryfoundation.org/poem/171621.

Explanation
Rationale for words:
For the whole word, I chose before. I chose this word because it is an important word
that they will need to know and it also is a rule breaker because it does not follow the VCV long
vowel pattern that would make the o say its name. When they study cause and effect as well
as sequencing, this word was important. They will need to be able to read as well as write the
word.
I chose near for the phonic skill lesson because it has a CVVC long vowel pattern with
three other words that follow that same pattern. Being able to see how the words have the same
pattern and the same sounds will help them be able to recognize the pattern in other contexts.

Rationale for that specific poem:


It has words that rhyme but most of them also follow the same spelling pattern, which
makes it easier to study since it has built in examples. The CVVC long vowel pattern and the
VCV long vowel pattern in the final words of almost every line. It also paints a beautiful picture
of snow, which we do not get much of in North Carolina, although it is snowing outside my
window as I write this There are also a combination of easy second grade words as well as
newer interesting words that can be used to keep the children engaged. It is also an easily
understandable poem that would not go too far over their heads and take a lot of explaining like
the autumn poem by Emily Dickinson. It is a lovely poem, but helping them understand it would
take too much time. In a poetry unit, it would make sense to use, but when teaching foundational
skills, it would be better to use a poem that would make more sense to them more easily.
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Reflect on building a lesson plan with poems and how poems are beneficial to teaching:
Rhyming poems can be very beneficial because they have different examples of words
that sound similar and might follow the same pattern. Poems also typically have new or
interesting words that can be used to keep children engaged while reading it. Poems have a
different pattern from a normal book or narrative which children need to know about, because
they will be studying words all through their educational career.

Give critiques on your video, positive and negative:


I was planning to record this at school where I could use the Smart Board and have the
poem up there or use a second grade level poem book that contains it. I would have also used
the Smart Board to write the long vowel CVVC pattern words up as the children said them.
Because we only had school on Monday, I did not have the opportunity to do that. So instead, I
pretended to write them up and just recited the poem. It was hard to not have a real class and
have to simulate using a Smart Board and having a class to interact with. I think I did a pretty
good job of scripting some interactions to make it seem more realistic.

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