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Tori Klier

Mrs. Hickman at Clymore Elementary


Preformed: February 15, 2017
Reviewed: Feb 8, 2017

A. Word Study: February Themed Words

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests,
and/or learning preferences?
I have been working with the students in small groups during reading centers and
have also been reading one-on-one with them for three weeks, so I know each of their
reading levels and ability to recognize words. I have also talked with them informally and
have heard how excited they are for Valentine’s Day as they are all making their
valentines to exchange with one another. I have also witnessed how the students enjoy
playing games and working with one another to help each other learn, so I decided to
create a word study game that will allow the higher level spellers and readers to help
those more on grade level and below.
Why is this an appropriate activity for these students at this time?
The lesson will be performed around Valentine’s Day when students are writing
valentines, reading books about the holiday and beginning to study President’s Day.
How does this lesson fit in the curriculum sequence?
Students in second grade are always trying to build vocabulary and since students can
often read a word, before they can spell it, they have been exposed to these words before
through reading Valentine’s day books and other literature sources and probably
recognize some of them, but do not know how to spell them.
How does this lesson fit with what you know about child development?
I know that students at this age and stage of development are constantly looking
for new words to expand their vocabulary and can often read words before being able to
spell them. I hope to help children who can read these words, begin to be familiar with
the various letters and letter patterns that make up these words.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific
generalizations the students specific data the students will thinking behaviors students will
should begin to develop? (These gain through this lesson? ( must be able to do through this
are typically difficult to assess in be assessed in your lesson.) lesson? (These will also be
one lesson.) assessed in your lesson.)
-Students will expand their -Students will see specific -Students will write out all of
spelling vocabulary to include letters and letter patterns that the words within the word
February themed words. make up each word in the study.
word study.
-Students will form -Students will recognize -Students will spell aloud
connections with these words antonyms to love (hate), give each word in the word study.
so that they may use them in (take), sweet (bitter), mine
the future such as in writing. (yours), and friends (enemies). -Students will be able to read
-Students will be able to pick a words from the list.
word from the list based on a
brief description/ definition of
the word.
Tori Klier
Mrs. Hickman at Clymore Elementary
Preformed: February 15, 2017
Reviewed: Feb 8, 2017

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved
your objectives? Remember – every objective must be assessed for every student!
In order to assess each student, after each word, I will ask students to hold up
their white board so I can check to see if they have the right word. After the students have
completed the game, I will also ask them to read off the words together with me and spell
them together while I write them on the board. If I hear a letter unmatched, I will ask the
class to double check their spelling. I will also make the students guess one more
mystery word by saying that I am going to give them a treat that is not bitter, and is one
of the words on their list (candy) and will ask them to spell it out loud.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL


STANDARDS if required)
2.7) The student will expand vocabulary when reading. a) Use
knowledge of homophones. b) Use knowledge of prefixes and suffixes. c)
Use knowledge of antonyms and synonyms. d) Discuss meanings of words
and develop vocabulary by listening and reading a variety of texts. e) Use
vocabulary from other content areas.

F. MATERIALS NEEDED
-White Boards
- Dry erase markers
-“The Night Before Valentine’s Day” by Natasha Wing
- February Word Lists
-Hershey Kisses
Who will be responsible for securing each item?
I will personally secure the Hershey kisses, word lists, and book, and the white boards
and markers should already be kept in the classroom.

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 Preparation of the learning environment (if required)
 Engage -Introduction of the lesson
1) Since I am teaching this lesson on February 15th, I will begin by
asking the class if they had a good Valentine’s day.
2) I will tell the students that we are going to begin today by
reading a story about Valentine’s Day, but this book has some
very important words in it that we are going to look at.
3) I will pass them out a list of the words for the word study along
with white boards and markers or ask helpers to assist me.
4) I will ask the students to mark a tally while I read on their white
board each time they hear me say one of the words on their list.
5) I will then read out the words on the list.
Tori Klier
Mrs. Hickman at Clymore Elementary
Preformed: February 15, 2017
Reviewed: Feb 8, 2017

6) Next, I will begin to read them the story “The Night Before
Valentine’s Day” by Natasha Wing.
7) At the end of the story, I will ask them how many tally’s they got
and ask them to describe how the tally looks and then ask people
to hold up their white boards so I can check to make sure they all
did their tally’s right.
 Implementation of the lesson (specific procedures and directions for teacher and
students)
8) Next I will begin the mystery word guessing game and students will break into
their small reading groups and come to me one by one. I will tell students that I
am going to give them clues of different types: synonyms, antonyms, spelling,
and definition, and I would like them to write the word on their white board.
9) I would then ask if a student could remind the class what a synonym is. I
would then repeat this for antonym.
10) I will then tell the students that I have a special treat at the end of lesson for
them if they try their best. (Hershey kisses).
11) I will then begin to give students the clues, and I will let the students tell me
if they need more clues:
February- a month of the year.

Valentine’s Day- begins with a ‘V’, a holiday in which people show their love.

Love- antonym is hate

Valentine- ends with the letters ‘ine’, begins with a ‘V’

Glitter- has a double letter, ends with an ‘r’

Pink- a color

Mine- ends with ‘ine’, antonym is yours, begins with the “mmmm” sound

Envelopes- begins with a vowel, something you can put something in

Candy- a treat, ends with a ‘eeee’ sound.

Hearts- has two vowels next to each other, something that beats in your chest

friends- antonym is enemies

admirer- begins with a vowel, has an “mmm” sound, someone who loves you

sweet- has a double letter, antonym is bitter

12) After each word, I will ask students to hold up their white
board so I can check to see if they have the right word.

 Closure
Tori Klier
Mrs. Hickman at Clymore Elementary
Preformed: February 15, 2017
Reviewed: Feb 8, 2017

13) After the students have completed the game, I will ask them to read off the
words together with me and spell them together while I write them on the board.
14) I will then congratulate the students and tell them how well they did learning
those words and am going to give them a treat that is not bitter, and is one of the
words on their list.
15) Students will blurt out the word candy, and I will ask them to spell it.
16) I will pass out the Hershey kisses.
17) I will then tell the students to put their word lists in their folders and ask for
helpers to collect the white boards and markers to put away.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with
varied learning styles and abilities, English language proficiency, health, physical ability,
etc. How will you extend and enrich the learning of students who finish early? How will
you support the learning of children struggling with your objectives?

The main differentiation I will have to complete with this lesson is for disruptive
behaviors, varied abilities with the English language. For the disruptive behaviors, I will
walk around the classroom to ensure that every student is on task while I read the clues,
and will offer my help if it seems that some students are becoming distracted. For
students who finish early, I will ask them at the beginning of the game to help those
around them if they see others struggling, but to act like the teacher and not just give their
friends the correct answer, but maybe offer more hints or clues. This will help the lower
reading level students as they will receive more clues and see how their peers want them
to succeed, and will also help the faster students by making them think about the mystery
word and formulate another hint for that word based on what they know about the word
and its spelling.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
One thing that could go wrong with this lesson would be that I could forget the
book in which case, I can find the story online via youtube:
https://www.youtube.com/watch?v=tpZVhX9dh68

Another thing that could go wrong with this lesson would be that white boards
and markers are not available, in which case I will ask the students to complete
the work using lines paper and pencil and to number their paper for each word.

Students could take advantage of the fact they have a marker and white board to
draw and goof off, I will discourage this by walking amongst the students while I
give the clues to offer help as well as to make sure students remain on task. It
will also be discouraged because the students will have to raise their boards up
for the checks after each word.

Students could not be engaged with the lesson in which case I could ask students
to come up and give hints about the words and maybe then either they would be
more engaged, or those not engaged would pay more attention to their peer.
Tori Klier
Mrs. Hickman at Clymore Elementary
Preformed: February 15, 2017
Reviewed: Feb 8, 2017

Lesson Implementation Reflection


As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use specific
examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and
explain why you made them.
My actual teaching of the Word Study lesson did not differ too much from my original
plans except in one regard, the presentation of the game to the students. When the students got to
my station in their reading groups, many of them were tired already given that is was 12:30 in the
afternoon and they had already sat so well and listened to my story, “The Night Before
Valentine’s Day”. After observing the current state of my students, I decided that when the
students got to my station and were ready to receive directions for the game, I would tell them
that they were spies and we were going on a special mission to save Cupid’s arrows which were
locked away in a safe, and the only way to get to the safe was to put in the secret codes. I
explained to the students that I would give them clues to help them to discover the secret code
which would be one of the words on their word list. This really got the students excited and
engaged as they would ask “what does this secret code led us to?”. The students then made
connections between spy shows they had seen.
II. Based on the assessment you created, what can you conclude about your impact on student
learning? Did they learn? Who learned? What did they learn? What evidence can you offer
that your conclusions are valid?
The students became really excited about learning the words as we talked about
how learning to spell the February themed words would help the students write a story
about something that happened on Valentine’s Day, or help them make a Valentine’s Day
card in the future. The students had a lot of fun playing the game and even when they
were working independently at their seats, I heard them playing the secret code word
game with each other by both students taking turns formulating clues and trying to stump
the other. The students learned a new way to study their words, and learned about word
relationships as they would sometimes ask me for another clue when they knew that
multiple words adhered to the same clue. The students became very comfortable with the
words and by the end of the game all the students could read the words on the list. The
students could also give brief definitions of all the words as was indicated by their clue
giving to others during independent work. All of the students did very well during the
game by guessing and writing down the correct code word correctly and displaying it to
me when everyone was finished. After they showed me the correct word, I asked students
about their thinking specifically how they reached the conclusion that this word had to be
the code word. Many of them explained how they used the process or elimination and
how they studied how the word was similar and different from the other words on the list.

III. Describe at least one way you could incorporate developmentally appropriate practice in a
better or more thorough way if you were to teach this lesson again.
One way that I could make the lesson more developmentally appropriate would
be to alter my reading pace since I had the children making tallies every time they heard a
word from their list used in the story. Some children took a longer time to recognize that
a word was said in the story and then had to figure out if the next tally mark should be a
straight line or a slash. Next time, I would pause and let the students gather their thoughts
Tori Klier
Mrs. Hickman at Clymore Elementary
Preformed: February 15, 2017
Reviewed: Feb 8, 2017

after every page to help them not miss the words being used in a sentence. While the
students did have excellent listening skills, their reaction times were not as fast as my
reading speed and thus they fell behind in making their tallies. I will slow down my
reading in the future to make the lesson more developmentally appropriate.

IV. Based on the assessment data you collected, what would you do/teach next if you were the
classroom teacher?
Since the students can now read the words proficiently, recognize all of them,
and know the definitions of all of them, I would make the next assignment for the
students a creative writing assignment. I would ask the students to write a story or poem,
fact or fiction, that uses all the words on the word list. This would give them practice
utilizing the words in sentences and reinforce the spelling of the words again.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced
about young children as learners?
In order for students to be fully engaged and be able to absorb as much as
possible from the lesson, teachers must prepare a lesson in which students can make
connections and have relevance to what they are learning. The students became excited
about learning to spell the words at the beginning of the lesson when we discussed how
fun their Valentine’s Day celebration was and how it would be nice to write a story or
journal about what happened at the party. The students also immediately began to make
connections to themselves as well as other books, such as “The Night Before the Second
Grade” and “The Night Before Christmas”, when I introduced the story I was going to
read. Students then began to make connections with the tally marks to other activities we
did earlier in math class that day. Because of this, students paid attention for the whole
lesson and thus were able to become familiar with the words and get the most out of this
lesson.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced
about teaching?
From planning and teaching this lesson, I learned that teachers need to be flexible
and gauge the attitude of their students for that day. I have a feeling if I did not “spice up”
the word study game with the spy themed background story, the kids would not have
been as engaged as they were tired from the day’s work already. If the students were not
as engaged, interested in the lesson, or made aware of the lesson’s relevance, the lesson
would not have been as well received and the students would not have achieved the
learning objectives as completely as they did. Teaching engaged students is also easier
than teaching unengaged students as I saw between teaching this lesson in which the
students were engaged and last week when my CT taught a lesson in which the students
would not engage at all which lead to disruptive behavior.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced
about yourself?
From teaching and planning this lesson, I realized that it is easier for me to
complete an assignment when I am interested in the topic. I liked writing the word list
and conjoining it to the book, so it was easy for me to come up with the activity and other
parts of the lesson plan. I also learned that I really feed off the students. When the
students are engaged, forming connections, having fun, extending their thought process,
Tori Klier
Mrs. Hickman at Clymore Elementary
Preformed: February 15, 2017
Reviewed: Feb 8, 2017

and excited about learning, I become excited as well and want to give the energy back to
the students by working hard to engage them in all aspects of the lesson.
Names Students will Students will Students will be Students Students Students
see specific recognize able to pick a will will spell will be able
letters and antonyms to word from the write out aloud each to read
letter love (hate), list based on a all of the word in the words from
patterns that give (take), brief description/ words word study. the list.
make up sweet (bitter), definition of the within
each word in mine (yours), word. the word
the word and friends study.
study. (enemies).
Dalton x x x x x x
Tommi x x x x x x
William x x x x x x
Colton x x x x x x
Grace x x x x x
Aubree x x x x x x
Anthony x x x x x
Ben x x x
Isaiah x x x x x x
Lily B. x x x x x x
Charlie x x x x
Nicholas x x x x
Leo x x x x
Lily T x x x x x x
Brooklyn x x x x x x
Landon x x x x x x
Logan x x x
Alex x x x x x x
Zach x x x x x