Christina Stokes

Bret Harte Elementary School

Fundations Lesson Plan
Lesson Plan Schedule: March 3, 2015
Grade: 2
Number of students: 19
Subject Area: Language Arts
Duration: 20 minutes
Lesson Title: Syllable Hunt
Standard:
CCSS.ELA-LITERACY.L.2.2.D
Generalize learned spelling patterns when writing words
Objective:
By the end of the lesson, students will be able to identify and write words with different syllable
types such as r controlled, double vowel syllables, and open/closed syllables.
Materials:
Fundations word chart, pre-made chart paper, index cards with various words, word work
notebooks, markers
(Students will use word work notebook to write and mark up the words in the chart.)
Procedure:
1. Lesson Introduction/ Review (3-4 minutes; 10:24 am)
a. I will remind students that so far they have learned a lot of syllable types for many
words. I will ask students what are the two letter combinations for the r-controlled
sound. (If students have a difficult time, I will write the words barn and form on the

board. (Expected answer: ar and or.) I will ask students to give me the letter
combinations for the /er/ sound (-er, -ir, -ur), double vowel syllable (-ai, -ay), and
what it means when a word has an open or closed syllable (Expected Answer: Open is
when the word ends with a vowel and closed is when the word ends in a consonant).
b. After we review each concept, I will tell the students to copy the chart they see on the
chart paper on the board in their word work notebook. I will explain to them what
they will do with the chart before they begin to play the game.
2. Teach and Model (2-3 minutes; 10:27 am)
a. Once I confer to each table, to make sure all students wrote down the chart, I will let
the students know that they will be playing a game called Syllable Hunt. The
students will need to work as a group to play the game. First, I will tell the students
what word I want them to find in the Fundations chart depending on the syllable type.
They will have to find the word and mark it up on the chart paper on the board. I will
call on a student at least from each table. The students will only have 2 minutes to
choose the correct word to mark up. We will discuss each word as a class to make
sure everyone agrees on the markings.
b. I will demonstrate how to play the game if necessary to make sure all the students
understand the game.
3. Independent Practice (13 minutes; 10:40 am)
a. While playing the game, students will work together independently to identify the
correct word to mark up.
b. There will be worksheets already placed in the word work folder that students will
work on during Daily 5.
4. Assessment
a. I will be able to determine that the lesson was a success if, students are able to
identify word with different syllable types through class discussion and reviewing
students classwork.