Escolar Documentos
Profissional Documentos
Cultura Documentos
Grade: 2
Subject:
Language
Overall Expectation(s):From The
Ontario Curriculum
(3) Use editing, proofreading, and
publishing skills & strategies, and
knowledge of language conventions,
to correct errors, refine expression,
and present their work effectively
Cross-Curricular Connections:
Assessment / Evaluation:
Resources/Materials:
D.I./Accommodations (content/process/produc
Teaching/Learning Strategies:
Accountable Talk
Presentations
Jig Saw
See/Think/Wonder
Think/Pair/Share
Class Discussion Role Playing
4 Corners
Problem Solving
Textbook
Placemat
Field Trip
Brainstorming
KWL
Gallery Walk
Hot Seating
Read-Aloud/Think Aloud/Interactive Read-Aloud Shared Reading/Writing
Essential Questions:
Can I add the appropriate suffixes to the root
words?
Can I identify the proper vowel sounds in a
given word?
Timing:
Video
Drama/Tableaux
Exit Card
Small Groups
Debate
Inside-Outside Circle
Choral Reading Readers Theatre
Guided Practice Independent Practice
~40 minutes
(20 mins each
page)
10 minutes
Minds On:
Explain that suffixes are word endings that add a certain meaning to the word.
For example: -s , -ed, -ing. *show cards as visuals on the board
-s: we use the suffix -s when we talk about another person doing something (we
use action words to describe what they are doing and these words are called
verbs)
*rake-s, tap-s, play-s, sing-s [we never use s when we talk about ourselves: ex. I
rakes, I taps, etc. its always used when we talk about someone or something else]
-ed: we use the suffix ed when we use a verb that happened in the past, or is
done already
*rak-ed [notice how you only have one e here, you can take out the extra e if you
have a double vowel]
*tapp-ed [notice how I added another p to tap, if I didnt it would be taped with a
long a sound, adding the extra p helps to keep the short a sound]
*play-ed
-ing: we use ing when we are describing a verb that is happening right now, or
something that is continuously being done
*rak-ing [notice again how I took out the e in rake because I had a double vowel]
*tapp-ing [again, I added an extra p to keep my short a sound, otherwise it would
be taping]
*play-ing
*sing-ing
10 minutes
Action:
Explain that on the first page of their booklet, they are to apply the suffixes s, -ed,
-ing to the words given to them. Model using one root word from the example
above and write it on the board.
Students will work on page 1 of their booklets.
Lesson 2
20 minutes
DI- Create working groups, the first being the students who prefer to work on their
booklets independently. The second will be the students who prefer to collaborate
with their peers and with teacher assistance, go through the booklet orally. They will
record the answers as we go along.
Page 2- Vowel sounds
Students will print the words from the given list to the correct box that matches the
vowel sounds.
Model first using different examples and have the students put them in the correct
categories:
Examples:
Long a sound- late
Short a- Santa
Long e- easel
Short e- selling
Long o- growing
Short o- octopus
DI- Create working groups, the first being the students who prefer to work on their
booklets independently. The second will be the students who prefer to collaborate
with their peers and with teacher assistance, go through the booklet orally. They will
record the answers as we go along.
Return to the success criteria for the day to check for understanding and completion.