NAME: SANDRA MONTGOMERY

DATE: 3-4-2014
NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
LESSON PLAN FORMAT
Description of Classroom:
This is for a second grade guided reading lesson

Student Background: Students know the consonants and vowels and have learned the sequence
of cvc.

Nevada Standards:

RF.2.3a - Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3b - Know spelling-sound correspondences for additional common vowel teams.

Language Objective(s):

By listening to the sounds of a word, students will be able to organize letters to form a word.
Students will gain phonemic awareness as they are doing the activity.
Students will switch out the letters as a new word is presented to them.

Content Objective(s):

Students will be able to switch and form words that have been given to them.
Students will recognize the sounds that have been given to them.
Students will understand that every word has a vowel in it.

Best Practices: (put an X next to those that you address in your lesson)
Preparation
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Scaffolding
Modeling
Guided practice
Independent practice
Verbal scaffolds

Grouping Options
Whole Class
Small groups
Partners
Independent

Procedural scaffolds
Integration of Process
Listening
Speaking
Reading
Writing

Application
Hands-on
Authentic (Meaningful)
Linked to objectives
Promotes engagement

Assessment
Individual
Group
Written
Oral

Teaching Strategies:
The use of make and break strategy

Teacher Preparation:
Sort out the letters B R I D G E S from the deck of alphabet for each student and self. Doing this will
be a time savor and will allow more time to work on lesson.

Lesson Sequence: Italics are for teachers instructions only

Step 1: Go over rules about using cards.
Pull down only what is told to you.
Follow instructions and listen to directions.
Dont play around.
*Note: make sure you show the word you are on before moving on to the next word. It is important
for them to see the words as you go through them. Also have them notice how there is a vowel in each
word.
Step 2: Lets form the word Ed. Ed is a name, what do we need to do with Ed? Capitalize it. Now
put Ed facing the students so they can refer to the word easier.
Step 3: Lets create the word red. What do you need to add to make the word red? Are there capitals
in a middle of the word? What do we need to do to take the capital E out? This line is only if they
dont change the E. (They didnt when I taught the lesson)
Step 4: Lets make the word bed; what do we need to switch out to make bed? Only one letter needs
to be switched.
Step 5: There will be two letters that will be switched for this next word. The word is big. What two
letters are going to be switched to make big. What are you noticing in the words? Look at the red
letter? You will always see a vowel in words.
Step 6: Which letter are you going to switch to make the word rig.
Step 7: What are you going to do to make dig.
Step 8: Lets make the word rid. What did you do to make the word rid?
Step 9: What are you going to do to make the word ride? You are going to add a letter. Which letter
are you going to add to make ride?
Step 10: What are you going to do to make side? Switch out the r for the s.

Step 11: Show me how you will make the word beds?
Step 12: Lets make the word bird. What letters did you have to switch out to make bird? Do you see
a red letter in bird? If not, then a vowel is missing. Which vowel do you think goes in? Only ask
some of these questions if they didnt add a vowel.
Step 13: How are we going to make birds? We added an s to it.
Step 14: Show me how you will make bride? What did you do to make bride from birds?
Step 15: The next word, ridge. What are you going to do to make ridge.
Step 16: How can we make ridge plural? What letter do we need to add to make ridge plural? The s.
Step 17: Lets make the word brides.
Step 18: Show how you are going to make the word bridge?
Step 19: Show me how to make bridge plural. What did you do to make bridge plural? Added the s at
the end.
Step 20: What did you see in all the words? A vowel. What do we do when we are spelling words?
Sounding out and placing what we hear.

Accommodations:
I dont think that there will be any need for accommodations. We are working on this in a group and
will be guiding them through the words as we are on them.

Materials and Resources:

Individual letters for the word bridges per student

Review/Assessment:
This will be an informative assessment. The teacher will assess students as they make the words that
are given to them.

Reflection:
This lesson was a great experience of teaching in a small group. Everything that I had planned and
practiced went how I wanted. I did end up have to cut it short, the teacher did a group thing first and
that cut into my time.
Form: 005
JDC 4/22/08