Wilkes University Lesson plan TEMPLATE
(Revised 2020)
PART 1: Lesson Content
Teacher Candidate: Kristie Najdek Grade: 2nd Grade
Date of lesson: Friday, November 6 Subject: Phonics
Goal or purpose of lesson
Read words with vowel teams -oa, -oe, -ow in them.
Essential question (200 level)
Can I spell and add the correct suffixes to base words?
Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)
CONTENT, ACTION MEASURE
Standard(s): Objective(s):
[Link].2.3: Know and apply grade-level phonics Students will be able to decode grade level words when
and word analysis skills in decoding words. completing worksheets individually.
[Link].2.3.A: Distinguish long and short vowels Students will be able to use vowel teams to decode new words
when reading regularly spelled one-syllable words. when sorting words.
[Link].2.4.C:Use context to confirm or self- Students will be able to use context clues to decode vowel teams
correct word recognition and understanding, rereading as when spell words from a picture.
necessary.
Assessment Plan: (NAEYC 3b)
Pre-Assessment Checking for Understanding Post-Assessment
The teacher will ask the students to repeat the The teacher will conduct observations as The teacher will collect the worksheet the
letters and sounds as a class in an echo format. students complete a word sort for vowel teams students completed during their independent
Then review the vowel sounds and introduce individually. As well as conducting informal work.
the three new teams -ow,-oe, -oa discussion on why students categorized words
with what vowel teams. Rationale: This assessment is conducted after
Rationale: This was chosen to provide a whole group practice, discussion, and
familiar start to the lesson and review letter independent practice. This will provide the
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)
sounds they had gone over in the past. Rationale: this was chosen as an informal teacher with formal documents to see the
assessment where the teacher can get students understanding of vowel teams.
How will this inform instruction? This will understanding if students get the concept of
inform instruction because the teacher will get vowel teams of -oa, -ow, -oe. How will this inform instruction? The
immediate feedback on which students How will this inform instruction? This teacher will be able to identify whether more
understand the letter sounds and which ones assessment will provide the teacher with instruction is needed or the skill is mastered
need more practice. immediate feedback whether students need and students are ready to move on.
more practice or they are ready to move on.
PART 2: Lesson Implementation
Resources/Materials: (NAEYC 1c)
Vowel Teams Poster
Letter cards (displayed)
Whiteboard and markers
Vowel team word sort worksheets (3 pages)
Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
Physical arrangement:
There will be a variety of ways the group will work throughout the lesson as a whole group, independently, and one-on one. Working one-on-one
with students that’s their SDI’s require will help assist their needs academically.
Expectations:
Expectations include 1) students to echo the letter sounds after the teacher as a whole class; 2) work independently on word sort worksheets
quietly; 3) Raise their hand with any questions. The rules for whole group and individual work have been established and regularly reinforced. The
teacher will be rotating and reminding and supporting children to follow the expectations.
Processes and procedures:
Transitions will be managed by directing students to completing the correct work when needed. . If students are not following along they will be
redirected verbally. In whole group discussion, students will raise their hands and the teacher will choose on students at random. All materials will
be passed out by the teacher. . The teacher will walk around the room throughout the lesson to redirect the students who need extra support and
refocus them.
Strategies, tools, resources, methods:
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Wilkes University Lesson plan TEMPLATE
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Verbal warnings, individual supports, redirection, and use of students SDI’s when needed.
Whole group instruction, echo reading, and independent practice.
Consequences and alternate plans:
Students will be asked to rewrite any unreadable work and if any students need assistance the teacher will be sure to provide it.
Learning Experience – Step-by-step plan: (NAEYC 5b)
Process Steps Teacher Students
guided by the
5 E’s
Engage The class is all 6ft away from one another sitting at their desk Students are in whole group and responsible for echo back
“the opening” with nothing but a pencil out. The teacher will direct the after the teacher the correct letters and sounds.
students attention to the letter wall. The teacher will review the
old glued sounds using echo reading. As well as reinforcing
the suffixes learned this past week. Then draw the attention
back to the vowel teams poster reviewing a few of the old
vowel teams.
Explore The teacher will then introduce the three new vowel teams for Students are in whole group and responsible for echo back
“active learning” today -oa, -oe, -ow. The teacher will introduce them by saying after the teacher the correct letters and sounds.
the letters, object, then sound. The students will then repeat
back together as a class. After verbally discussing the terms the
teacher will write them on the board for the students to visual
see. Marking up the vowel teams.
Explain The teacher will then pass out the first word sort as guided The students are to partipate in whole group discussion and
“how will the practice. The teacher will display the worksheet up on the partipate in reading aloud. As well as recording all their
teacher instruct?” white board so the students can follow along. The teacher will answers on the worksheet. The students will check all their
go down the list of the word bank and students to read the answers and correct any incomplete or incorrect work.
word and identify the vowel team then place it in the correct
box. After doing quite a few and the student understand what
needs to be done the teacher can allow student to work
independently. Once all students complete it the teacher will
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Wilkes University Lesson plan TEMPLATE
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put the answer key up on the board for the students to self-
correct their work.
Elaborate To ensure the students understand the vowel team concept the The students will follow all directions given in a series of steps
“ongoing checks teacher will continue practicing with another word sort. The and then complete the word sort.
for understanding” teacher will go step by step on the directions so all students
know the clear expectations. The teacher will then circle
around classroom and observe students working independently
to see if they are understanding.
Evaluate The teacher will then evaluate students by going through each The students will verbally give answers when picked and flip
“closure” of three vowel teams one by one and having students share the over each word they get correct as we check.
words the categorized. As we check the words the teacher will
write them on the board and then the students will flip them
over.
Differentiation of instruction: (NAEYC 4c)
How do you plan to differentiate? Why is this necessary?
Group of IEP students will have the option to have one-on- This will allow students to verbally speak out what they know and
one work time with teacher. have the teachers assistance in completing the worksheets.
Teaching vowel teams both verbally and visually Students need to have the opportunity to have different ways of
learning to understand in a way that makes sense to them.
Home/extension link: (NAEYC 2c)
Students will need to able to master this skill in order to be able to speak and spell words containing the vowel teams of -oe,-ow,-oa. Students
should be encouraged to read environmental print to keep these skills strong.
PART 3: Lesson Reflection
Reflection (Complete after the lesson is done): (NAEYC 4d)
100-Level Education Courses: Overall this lesson went well! The students did a great job on mastering
● What went well? the skill of vowel teams -oa, -oe, and -ow. Planning is crucial for teaching.
● What did I learn about planning and teaching? If I did not practice the correct pronunciation or had activities planned the
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)
● What did my students learn? students would not have been successful as they were. I know the students
● How do I know they learned? mastered the vowel teams of -oa, -oe, and -ow because they all completed
● What changes and/or improvements will I make in an the activities with almost 100% accuracy. Changed or improvements that
effort to be more effective with this particular group of will make this lesson more effective with a particular group is making
students? more challenging work for my higher level students. They love to ush
● If I were to teach this lesson again, what would I keep through and be the first one done. Giving them another challenge could
the same and what would I change and why? of helped the buffer time. If I were to teach this lesson again I may change
(NOTE: Your answers should provide a brief explanation of WHAT the activities where at the end they had to do more of a writing concept
HAPPENED to prompt this reflection – for example, do not just state using vowel teams to give the students that finish ahead of time something
“I learned how important it is to be prepared” – you should also state to do academically. One way I differentiate the needs of my students was
what occurred in the lesson that inspired this reflection.) in the word sort that involved cutting I did step by step to focus their
attention on one task at a time. As well as using the student who struggles
200-Level Education Courses: In addition to the questions listed with cutting as an example to provide less for him to cut so he would not
above for 100-level Education courses, respond to the following fall behind. To better differentiate I would have a third activity ready to
questions: go with a little more of a challenge for my students who mastered the
● How did I differentiate instruction to meet the needs of skill. Classroom management strategies I used were guided practice,
my students? modeling, and independent practice. Techniques of having students doing
● If I were to teach this lesson again, how could I further something when they ae done rather than shouting I’m done kept the
differentiate to better meet the needs of the students? lesson on focus for sure.
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following
question:
● What classroom management strategies and techniques
did I implement? Were they effective?