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This second grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
Setup: have letter cards ready for the students on their desks
1. Introduction (2 minutes)
a. Getting attention/ Relating to past experience: Today we
are going to learn how to sort our open-syllable words by their syllables. We
will break them apart just like we did yesterday and decide what each syllable
is (open or closed). Then I want to find more pronouns in our passages.
b. Creating a need to know: You will be seeing these words as
you are reading other books.
c. Sharing objective, in general terms: Today, we are going to
sort words with open syllables. Then I want to find more pronouns in our
passages.
2. Content Delivery(15 minutes)
a. Call everybody to the front of the room with whiteboards
and markers to sit where they can see the board. I will be sitting by the
computer so I can type the words and have a small white board with me to
model how to separate the syllables.
i. Write the word rail on the board. Have
students read the word together. Ask them which column the word fits
in our long a word sort table. Ask why it would fit there.
ii. Repeat with: rail, say, quaint, fray, nail,
pay, great, tray, jail, paint.
b. Have students practice spelling words by writing them on
their whiteboard. Remind students to use what they have learned about
spelling long a digraphs.
c. Dictate the following sentence to the students to write on
their board: When it is daytime, Gail and Ray check their mailbox for letters
from Spain.
i. Write it on the board and have student selfcorrect their sentence.
ii. Remind students about how to use the long a
digraphs.
d. Unit 4 Spelling List: Train, stay, eight, sprain, tray,
freight, complain, obey, raisin
e. Read Unit 4 passage to develop fluency.
3. Conclusion: (2 minutes)
a. What is a digraph?