Reading Lesson Plan

A. All About Reading

a. Sara Kash-Brown, 2nd grade, Reading, Unit 5 Week 2 Day 3, 18
students
b. Objectives
i. Students need to be able to know and apply grade-level
phonics and word analysis skills in decoding words.
ii. Students need to be able to demonstrate command of the
conventions of Standard English capitalization, punctuation,
and spelling when writing.
iii. Students need to be able to generalize learned spelling
patterns when writing words.
iv. Students need to be able to describe how characters in a
story respond to major events and challenges.
v. Students need to be able to describe the overall structure of a
story, including describing how the beginning introduces the
story and the ending concludes the action.
vi. Students need to be able to recognize the features of fiction.
vii. Students need to be able to determine or identify the
meaning unknown and multiple-meaning words and phrases
based on grade 2 content using an array of strategies.
viii. Students need to be able to use sentence-level text as a clue
to the meaning of a word or phrase.
c. Student learning goals:
i. Students will learn about the diphthongs oy and oi and pick
out the parts of a word that uses those diphthongs.
ii. Students will learn about consonant + le syllables and will be
able to separate those words into syllables and know which
letters make the le sound.
iii. Students are going to review what the key characteristics of
a fiction book are.
iv. Students are going to learn about idioms and what clues they
can use to figure out the meaning behind specific idioms.
v. Students will learn about point-of-view and how they can use
clues from text to figure out a characters point-of-view
concerning a topic.
vi. Students will review what pronouns are and discuss the
pronoun I.
d. Materials
i. iPad or computer
ii. Reading notebooks
iii. Pencils
iv. Vocabulary Cards
v. Literature Anthology books
B. Procedure
a. Scaffolding/Connection to Background knowledge & prior
experiences

i. At the beginning of the lesson, the students will use their

knowledge of segmenting to be able to break up the words I
give them into syllables.
ii. For every part of the lesson that requires them to give me an
answer, I will model an example for them. This will cut down
on most of the confusion that the students may have.
iii. Students will also use their knowledge of point-of-view to
create a graphic organizer with me. Point-of-view is the focus
for the week and so this activity will be a repeat of what they
have done on Monday and Tuesday.
iv. Students will also use their knowledge of the vocabulary that
was introduced on Monday to participate in the vocabulary
activity.
v. Students will also recall the information they learned about
fiction to have a discussion on what the key characteristics
are of a book that is fictional.
vi. Students will also use their knowledge of figurative language
to understand what an idiom is and use their skills at looking
for text evidence that give a clue to the idioms meanings.
vii. Students will review the definition of pronouns and the
pronouns they have learned before discussing new pronouns.
viii. Since there are eight different activities or subjects in my
lesson, I am going to do a review of background knowledge
and a small review before each topic we discuss.
b. Teaching the lessons objectives and Guided Practice
i. Phonemic Segmentation and Blend Words with Diphthongs
oy, oi Activity
1. Ask the students how they sound out words they dont
know.
2. Model joint by saying each sound. /j/ /oi/ /n/ /t/.
3. Have the students repeat sounding out joint.
4. Ask the students, What is a special name for each
sound a word makes?. Lead them to the answer,
Syllable.
5. Discuss ways they can count out the syllables of a
word. Such as clapping, snapping, tapping, etc.
6. Have the students count out the syllables of joint by
raising their hand and using their fingers to show the
number of syllables.
7. Have the students sound out three more words that
you write on the iPad.
8. Ask the students how many syllables are in those
words.
9. Once the segmenting is done, keep the three words on
the iPad and ask the students what letters represent
the /oi/ or /oy/ sound for each word.
10. Discuss the fact that two words have the same middle
sound, but have different spellings.
a. Work to have the students realize that there
are multiple spellings for the same sound.

ii. Consonant + le (el, al) Syllables Activity

1. Write little on the iPad and say it.
2. Have the students say the word out loud.
3. Ask the students to sound little out. Remind them of
ways that they can use to demonstrate they syllables
of a word.
4. Determine how many syllables are in little and
where in little there is a change in syllable.
5. Put a slash in between the syllables of little on the
iPad.
6. Ask the students what part of the word makes the /el/
sound.
7. Circle the letters that represent that sound in little
on the iPad.
8. Have the students pull out their Reading notebooks
and go through the same process of finding the
syllables and /el/ sound for three words that you write
on the iPad.
9. When the students are done with the first word,
review their results and see how the students
understand the concept.
10. Repeat the same process with the last two words.
iii. Reinforce Vocabulary Activity
1. Review the vocabulary words for the week.
a. Ask the students what each word means.
2. Read a sentence that is missing a vocabulary and have
the students raise their hand if they know what the
missing word is.
3. Call on a student to fill in the missing vocabulary word.
4. Repeat the process for the next seven sentences.
iv. Fiction Elements Review Activity
1. Ask the students, What are the two genres we have
learned about?
2. Call on students to answer.
3. Ask, What does fiction mean?
4. Call on students to answer.
5. Ask, What are the main parts of a fictional story?
6. Call on students to answer.
v. Idioms Activity
1. Ask the students if they remember what figurative
language means.
2. Remind them that it is a word picture that allows you
to play the story in your mind, like a movie.
3. Tell the students, There are many types of figurative
language. The one we are going to talk about today is
idioms.
4. Give the students the definition of an idiom.
5. Read an example idiom and ask the students to figure
out the real meaning of the idiom.
6. Call on students to answer.

7. Talk about what text evidence that they could look for
to find a clue to the real meaning of an idiom.
8. Read three example sentences and have the students
figure out what the idiom is and what it really means.
vi. Story of the Day Activity
1. Have the students get up and get their Literature
Anthology book.
2. Ask the students, What is the essential question for
this week?
3. Call on students for the answer. Remind the students
to keep that question in mind while we read the story.
4. Have the students get out their Reading notebooks
and draw a point-of-view chart that you are creating
with them. Use the iPad to show the students what
the chart looks like.
5. Remind the students that we are going to be searching
for clues that will indicate characters points-of-view.
6. Have a student read the title of the story. Ask the
students, What would you predict will happen in the
story?
7. Have a short discussion about what the students
predict will happen.
8. Have the students go to page 412 in their L.A. book
and pull up the computer version of the story.
9. Begin the voice recording of the story on the computer.
Have the students follow along by looking at their
book and following with their finger.
10. Add information to the chart after finishing page 414.
Have the students find text evidence about Lizzies
point-of-view about her baby brother.
11. After page 417, ask the students to summarize the
story up to that point.
12. Also, ask the students why Lizzie couldnt wait to get
to school every morning. Have them find text
evidence.
13. After page 418, add information to the point-of-view
chart about Lizzies concerning writing.
14. Repeat charting process after page 416 about parents
point-of-view about big sisters and babies.
15. After reading page 422, tell the students that there
was an idiom in the last paragraph read. See if they
can find it; if not, lead them to discovering it.
16. Have the students figure out what the idiom really
means.
17. After reading page 423, ask the students what genre
Lizzies story is. Have them give you the reasons why.
18. Take a short break from reading the story and have
the students do some sort of physical activity that
requires standing up. (10 jumping jacks, 5 push ups,
5 sit ups)

19. After reading page 426, ask the students to

summarize what has happened in the last pages.
What is Lizzies problem?
20. After reading page 434, finish filling out the point-ofview chart with an entry about Lizzie and her feelings
about Marvin, her brother.
21. When the story is finished, have the students
summarize what Lizzies comic book was about.
22. Ask them about Lizzies point-of-view concerning her
brother at the beginning of the story and at the end.
23. Remind students that we can change our feelings
about something. We dont want to be too quick to
decide what we think about something new.
24. Ask the students, What is the essential question for
this week?Now who can tell me an answer for that
question from todays story?
25. Ask the students, Think back to your predictions.
Did anyones prediction come true? Raise your hand
if your prediction did.
26. Have a short discussion about predictions and their
importance.
27. Have the students take their L.A. books back to the
shelf and go to the back of the room and sit down in
front of the whiteboard.
vii. Pronouns Activity
1. This activity will happen in the back of the room at the
whiteboard with the students sitting in a circle.
2. Review what a pronoun is and what are some
pronouns with the students.
3. Talk to the students about the fact that some
pronouns are better fits than others.
4. Introduce the new pronouns. Have a discussion about
who each pronoun represents.
5. Write out two example sentences (one at a time) on
the whiteboard.
6. Have a student read the sentence out loud.
7. Ask them, What pronouns are in this sentence?
Does this sentence sound right?What needs to
change?
8. After a discussion about each sentence, introduce
their seat work for the day (which involves pronouns).
9. Give an example from their seat work and work
through it as a class.
10. Another part of their seat work is working with I, so
do a review about capitalizing I.
11. Ask the students, When do you capitalize I when it is
used by itself? Give an example sentence.
12. Make sure the students know that you will always
capitalize I anywhere in a sentence.
c. Lesson Wrap-up/Closure

i. At the end of each activity, the students will verbally

summarize what we learned.
ii. At the end of the lesson, we will talk about the story and what
they can do the next time they read a story (think about a
characters point-of-view).
iii. At the end of the lesson, we will also have another discussion
about what their seat work is for the day and what they need
to do.
C. Independent Practice and/or assessment
a. Throughout the entire lesson, I am assessing the students
understanding. I am asking a lot of questions and will make sure
that everyone is participating in the discussions.
b. I also assess the students understanding by observing what they
are putting in their Reading notebooks during the activities that
required them to use their notebooks.
c. To assess their understanding of the final activity of the lesson, I
will look through their seat work to make sure they are
understanding pronouns.
i. If students are having trouble, I will work with them one-onone and go through the worksheet.
d. Describe how you will determine student learning. What aspects of