Lesson Plan

School of Education
The College of New Jersey
1. Title or Topic of the Lesson and Grade Level
Word Study - Multi-Syllable Words; 2nd grade
2. Lesson Essential Question:
What different patterns can we identify in our spelling words?
3. Standards:
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
4.
Learning Objectives
SWBAT identify patterns in words
containing two closed syllables.

SWBAT write a sentence using words

containing two closed syllables.

Assessments
Students will construct and read words
containing two closed syllables by sorting cards
together.
Students will read each other's sentences which
include words with two closed syllables.
Students will write one sentence using their new
vocabulary words.

5. Materials:

Lexia Core 5 application and student profile

Projector for two-syllable-word images
Word cards (sun, set, pic, nic, pump, kin, nap, prob, lem, on, in, let, pig, tic, vel, plas, dit,
cac, ban, gust, tus, dis, trum, pet, hel, met)
Whiteboards and markers

6. Prior Knowledge:
This group of students was formed by their approximately common reading level. These
students are currently reading grade-level material. As part of their daily Language Arts
practice, they use the application Lexia Core 5 in order to work on their reading and vocabulary.
This application is tailored to each individual student's ability levels. Based on their current
evaluation provided by the application's records of their progress, this group is struggling with
multi-syllable words. Based on my observations, their completion of assessments, and their oral
reading, it is evident that they have mastered single syllable words.
7. Lesson Beginning:

I will begin this small group instruction with a game. I will have different pictures on the board
that I will ask the group to identify and write down on their whiteboards(pumpkin, sunset,
trumpet). After each student writes down their three answers, I will ask them to say aloud what
each image is. Then, I will have three different students come up to the board and write the
words, spelling them aloud as they write. I will explain that these words have two closed
syllables. We will clap the syllables as we say them aloud for each word.
8. Instructional Plan:

After the lesson intro, I will explain what it means for a word to have closed syllables.
In closed syllable words, the vowel is "closed in" by consonants. I will model aloud the
sound that vowels make in closed syllable words. I will remind and review with the class
that this is a short vowel sound. I will review aloud the short vowel sounds in chorus
with the class. After we complete this review, we will go back to our intro words
(pumpkin, sunset, trumpet) and clarify that these words follow the pattern of closed
syllable words.
I will explain using the word "sunset" that this word has two closed syllables. I will
explain that the first syllable is "sun" and the second is "set." We will clap each syllable
together. I will then use the cards to model this again with the cards pic and nic. I will
explain that when we hear words, we can think about the syllables in the word. Using the
pic and nic cards, I will demonstrate that we can put two syllables together to make a
word. I will ask for a volunteer to repeat this with the sun and set cards.
Next, I will show the group three syllable cards. I will have them read each syllable
aloud. Then, they will construct a two-syllable word using two of the cards. They will
use this new word in a sentence in order to indicate understanding of the word's meaning.
Students will repeat this process independently using the other syllable cards.
Students will wrap up by writing one sentence individually using one of our new
vocabulary words.

9. Closure:
We will close the lesson by having two students volunteer to read their sentence aloud. I will ask
each student to put their thumbs up when they hear the two-syllable words in the sentences.
Once the volunteer is done reading, I will ask the students to identify what the two-syllable word
was, and we will clap the syllables together. I will then ask students to write the words they hear
on their boards.