Jessika Satterfield

Reading and Language Arts

Learning Guide: Contractions
Grade: 2nd Grade
Core Curriculum: Language Arts
Core Standards: Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
c. Use an apostrophe to form contractions and frequently occurring possessives.
Personal Objectives:
Students will be able to identify and make different contractions.
Essential Question:
How does being able to change multiple words to a single word help students understand content
more? How can the students use condensing words help get their point across?
Materials:
o Whiteboard and marker
o Sentence strip worksheet
o Scissors
o Glue sticks
Vocabulary:
o Expand
o Contract
o Contractions
Before the Lesson:
Call the class over to the rug and have students sit in their squares on
the rug. Get the students attention if you do not have it already
(teacher: “Class, class,” students: “yes, yes”).
Phase 1: Exploration and Explanation (15)

o Use a rubber band to demonstrate the meaning of the words contract and expand. When
you say the word “expand”, stretch out the rubber band. “A rubber band can expand and
contract. Watch: Expand. Contract.”
o Demonstrate the concept with the rubber band. “Is the rubber band smaller when it
expands or when it contracts? Today you are going to learn some contractions.”
 o “Here is an example. Here are the words we and will.” Remove the w-i and replace them
with the apostrophe. “Now instead of two words, we have one word, we’ll.” w e ’ l l
Point to the apostrophe. “I put an apostrophe in place of the letters that I took out. Say
the word apostrophe.” Apostrophe. “We often use contractions when we speak because
they are a shorter way of saying something, and people like to take shortcuts when they
speak.”
o Build the following words: is, not, will, are, and have on the board. Have your student
read each word and then form the contraction using an apostrophe.
o Explain to the students that if the apostrophe is forgotten, the word changes. Show the
example of shell and she’ll. Never forget the apostrophe.
Transition to Phase 2 (5 minute)
o Review and check for understanding by asking the students why we use contractions and
why we always have the apostrophe. If students do not understand, move back to phase
one and explain the material again. If students know the information, move on to phase
two.
o Have students pull out their whiteboards and markers.
Phase 2 (10 minutes)

o Write two words on the board and have the students write the contraction of the two
words on their whiteboard. Once they have written the word down, ask one student to
explain what they wrote down. This can be a whole class activity where every student
holds up their whiteboards and check for understanding. Repeat this step three times.
o Show students the worksheet packet and explain to them how they are supposed to do
it. Give step by step instruction on how to complete it correctly. Do one example for the
class to see.
Transition to Phase 3 (1 minute)
o Check for understanding and move on to phase three.
o Pass out interactive worksheet packet to each student.
o Send them to their desks to start working on the assignment.
Phase 3
o Students will complete the worksheet provided and turn in completed work.
o Scaffold throughout independent work time. If students do not understand, review with
the students again.