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EDU 250 Lesson Plan- ​Prof.

Gugino’s Helpful Hints are in PINK

Name​​: Cassidy Vorndran And Paige Rzepka

Date: 10/16/18
Lesson Title: Silent Letters Subject: Understanding words with silent consonants
Age or Grade Level: 2nd Grade Level Number of Students Involved in Lesson: 1
Time Frame: 20-40 Minutes

Learning Central Focus

Central Focus Understanding words with silent letters

What is the central focus for the content in

the learning segment?
What is the big content idea?

Common Core State Standards According to the IRLA Requirements....

What standard(s) are most relevant to the

learning goals?



EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
F/4/ Know and apply grade-level phonics and word analysis skills in decoding words.

Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.

Student Learning Objective(s) ​edTPA1:1 Student Learning Objective(s)

Bloom’s Taxonomy Audience​​: The audience is our tutee.
Interactive Chart Behavior​​: The student will be able to read words with silent letter. The student will
More Examples be able to understand the rule and recognize words that follow the rule. The
GUIDE FOR WRITING GOOD SLO’S students will be able to identify examples and non-examples. The student will be
​ kills (up to 4)
S able to restate the rule in their own words.
What are the specific learning goal(s) for Condition​​: The student will use the sheet with the rule written down, as well as
students in this lesson? their own interpretations of how the words should be spelled as reference for
understanding the concept.
Evidence-Based Practice(s) – Cite APA Degree​​: The student must be able to recognize words with silent “k’s” in them.
What are the specific strategies for students
in this lesson? Each lesson must include one
or two practices from this guide. ONE OF
THESE WILL ALWAYS BE EXPLICIT Evidence-Based Practice(s):
INSTRUCTION. Explicit Instruction
EBP Guide
Archer, A. L., & Hughes, C. A. (2011). ​Explicit instruction: Effective and efficient
teaching.​ New York: Guilford Press.

Linking Theory to Practice​​ edTPA1:3 These learning tasks are appropriate for our student because she needs to
understand how to read and interpret words with silent letters so she can become a

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Why are the learning tasks for this lesson stronger reader and learner both in and outside of the classroom. We are focusing
appropriate for your students? on a bit of behaviorism in this lesson and are taking some ideas from theorists like
Why is this instructional method appropriate? Thorndike, Pavlov, and Skinner. By having her constantly reiterate and repeat the
See ​Theory Graphic Organizer rule, she is more likely to understand how to read words with silent letters.
Cite TIP website as:
Kearsley, G. (2009, January). The theories.
​The Theories into Practice Database.
Retrieved from:

Prior Academic Knowledge, Conceptions The student must be able to understand that in the English language, there are
and Requisite Skills​​ edTPA1:2 words that have silent letters in them. The students must also understand that there
is a common letter patterning that goes along with the silent letters.
What knowledge, skills, and concepts must
students already know to be successful with
this lesson?

What prior knowledge and/or gaps in The student has the ability to listen and learn to the best of her abilities by having
knowledge do ​these ​students have that are an open mind and a hard-working attitude. A gap the student may have is thinking
necessary to support the learning of the skills that the silent letters are actually pronounced in the word and therefore getting
and concepts for this lesson? confused with how to say a certain word.
(Refer back to your Contextual Factors and

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Instructional Strategies and Learning Tasks
Description of what will you be doing and/or what the students will be doing.

Describe the tools/procedures that will be used in t​ his lesson​ to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the
evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.

Types of Description of ​tests/probes Modifications to the Evaluation Criteria -

tests/probes: Tell what your tests/probes will look like and what they test/probe so that all What evidence of
intend to measure. students could demonstrate student learning (related
their learning. to the learning
Diagnostic To test the students understanding of words with silent objectives and central
consonants before the lesson we will give a pre-test We could provide different focus) does the
which will include a list of words with silent letters. We means of response. test/probe provide?
will have our tutee read the list of words out loud to see Perhaps we could have the Set criteria for
what she can and can’t read to develop an student work in a group (if evaluation purposes.
understanding of where her strength and weaknesses there was a group of peers Diagnostic:
are. available to work with) and We will first test to see
have the students work with what the student knows
Formative To test the students learning and understanding of the others to enforce the rule and doesn’t know.
lesson during the lesson we will look over what words that we are focusing on. Formative:
she spelled correctly and have her be able to explain We will provide OTR’s
clearly why the words have a silent “K” in them. This that will allow us to
will allow us to determine if she is grasping the rule of understand whether or
silent letters. not our tutee is
comprehending and
Summative To test the students knowledge of the whole lesson we retaining the information
will have her complete a worksheet with the silent letter we are providing her. If
“K” and she has to circle the ones with silent “K”. This she responds quickly or
will allow us to see if the students understands what with purpose, we will
the rule means and see how she does which will come to the conclusion

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
determine if we need to go back and re-teach. that she understands
the material and we can
progress to the next
Depending on how well
the student does with
the independent
practice we will either
move on to another
letter or go back in
review. If the student
scores an 85% or higher
on the test we will know
she has understood the
material and we can
move on with going
back and reviewing past
letters from time to time.

Testing List all testing accommodations and modifications that

Accommodations your tutee will use for this test. If your tutee doesn’t
and Modifications require accommodations and/or modifications indicate
Refer to: NYS

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Differentiation/ Universal Design for Learning​ Accommodations and Make predictions; What
Planned Modifications: could​ students have
Support difficulty with? Concepts?
Multiple means Multiple means Multiple means
How will you of Presentation of Engagement of Response Something students could
provide students’ have difficulty with would be
access to We will speak The student will The student will understanding the concept
learning based on the words listen to the respond of the rule, misspelling
individual and verbally as well word that we verbally when words that are verbally read
group needs? as write out the speak while asked to, while to them, and mistaking
rule and words also reading the also writing
non-examples for examples.
that follow said rule and the down words
rule. words that that follow the Strategies for responding to
follow said rule. rule we are common errors and
focusing on in misunderstandings (where is
the lesson. the learning breaking
Some strategies to respond
to errors could be to restate
the rule and show more
examples. Also to go back
and reteach what silent “K”
means and how it is used.

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Academic Language Demand(s) – Discipline Specific Language (ie Math, ELA):
What are your Tier 1 words:
students’ abilities Knee
with regard to the Knot
oral and written Knit
language Knob
associated with Know
this lesson?​​edTPA1:4 Tier 2 words:
edTPA3:14 Knock
List your content Knife
vocabulary ​by tier​. Kneel
Are your students Tier 3 words:
familiar with the Knowledge
academic language Knapsack
used in this lesson?
Students by this age and grade level should be able to understand and know what each word means in
each tier.

Materials Teacher​​ ​Materials:

What materials Worksheet
does the teacher
need for this
Student Materials:
What materials Pen/Pencils

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
do the students Paper
need for this




We will ask our tutee if she is familiar with words with silent letters
10 Minutes and what it means when a word contains them.
How will you The goal for this lesson is to better her understanding of words
start the lesson with silent letters and to help build her vocabulary and strengthen
to engage and reading skills.
students in This is relevant because it sets the foundation for understanding
learning? more complex English words and provides a better understanding
of words that may be found in more complex texts.

Instructional Teacher Student Teaching

Steps What is the teacher doing? What is the Assistant
20 Minutes M- MODEL THE SKILL student doing? What is your
State what silent letters are and how they are used. Then start by M- ​The student will partner doing?
How will you explaining that there are many silent letter with many silent letter be watching and M- ​The teaching
determine if rules and that we will be learning about the letter “K”. Then we will learning different assistant is going to
students are write out a list of words with silent “K” and explain how we know examples and make sure the
meeting the that it is a silent letter. We will show examples and non-examples non-examples. student is focused
intended learning to help with her understanding. and paying
objectives? attention.

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
G- GUIDED PRACTICE G- ​The student will
How will the We will have the student write down and spell out words that we be listening to what G- ​The teaching
Teaching speak to her, all of which, have silent “k’s” in them. We will words the teacher assistant will
Assistant engage display the rule in front of her which will say something along the says and she will provide occasional
instructionally? lines of “kn together means the “k” is silent.” We will also tell her have to write down reminders to the
that all of the words we say has a silent K in them - just so she the words. She will student of what the
doesn’t get confused or think that it is a trick question. When then have to justify rule is as a way of
going over the list after the activity is done, we will ask the tutee why she wrote the making sure that the
to explain why she wrote the word the way that she did while also words the way that student understands
having her restate the rule. she did. how to implement
the rule in this
I- INDEPENDENT PRACTICE I- ​The student will setting.
Hand out a worksheet that contains multiple words starting with be completing the
“K”. Then have the student go through the worksheet and circle worksheet I-​​ The teaching
all the words with a silent “K” independently. independently. assistant will silently
observe the student
as she is completing
the worksheet to
see how well she is

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Re-Engage​​ edTPA3:12 R-REVIEW
Have the student teach the teacher by restating the rule and showing examples and non-examples
How will you revisit or and explaining why each word is what it is.
review? If she is correct, we will congratulate her on her success. If she doesn’t fully understand, we will
How will you provide revisit the rule and look at a few more examples and non-examples
feedback to correct errors
and reinforce strengths?

Closure (if applicable) C-CLOSURE

10 Minutes Have the student pair up with the TA and have the tutee explain what they learned, why it is
How will you end the important, and how it is going to impact/affect/improve their learning and reading abilities from now
lesson? on.
This comes BEFORE your
post assessment.

EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015