UNLV

Department of Teaching and Learning

UNLV Student: Allison Simons PSMT Name:

Lesson Plan Title: Word Sort Lesson Plan Topic: Frequently Used
Words

Date: Estimated Time: 60 minutes

Grade Level: 2nd School Site

1. State Standard(s):
a. CCSS.ELA-LITERACY.RF.2.4: Read with sufficient accuracy and fluency to
support comprehension.
2. Teaching Model(s):
a. Student Directed
b. Collaborative
3. Objective(s) :
a. Students learn or become more familiar with “anchor words”
b. Students familiarize themselves with phonemes and words
4. Materials and Resources:
a. 100 “frequently used” word cards
5. Instructional Procedures:
a. Motivation/Engagement:
i. TW tell students that they are going to play a game.
ii. TW inform the students that they are going to be divided into groups.
Each group will be given a stack of cards. They are to organize the cards
into categories. They get to choose the categories. Some categories
might be colors, same number of syllables, words with the same vowel
sound, etc.. The category has to make sense to them and me. They
should be able to explain why each word belongs in that category. If you
do not know a word that is on the card or need extra assistance; first ask
everyone in the group. If no one in your group knows or can explain a
word and its meaning then raise your hand. I will be circulating the class
listening and watching each group work together.
iii. TW will then divide the class into 4-5 groups (depending on the amount of
students) and give each group 25 cards (for 4 groups)
iv. TW allow allow students to begin working and give 30 minutes.
b. Development Activities or Learning Experience:
i. TW tell students to begin working and give them 30 minutes to sort their
words.
ii. Teacher should be circulating the classroom, checking for:
1. Correct pronunciation of words
2. Correct meaning
 3. Participation
iii. Teacher should also be providing assistance as needed or telling
students to “rethink” their group if it is not accurate.
iv. After 30 minutes the teacher will ask the students to stop working and
have each group go to a seperate section of the classroom (so that they
are still with their groups, but in separate parts of the class)
c. Closure:
i. TW inform students that when she calls on them they will:
1. Bring up 1 group of cards
2. Explain the category of the cards
3. Read each word on the card (taking turns)
4. Explain the meaning of the word
5. Provide an example of the word used in the sentence
6. Every group that is correctly explained and categorized will gain
the team 1 point.
7. Each team will take turns sharing a category until they run out of
groups
8. The group that has the most points wins
ii. TW then have each group of students take turns doing the procedure
above.
d. Extension:
i. Have students write sentences using the words from a group.
ii. Mix cards from other groups and have students categorize them
iii. Give the students a category and have them choose words from their
cards that fit into the category (ex. Find every 2 syllable card in your deck
and place it in a pile)
6. Accommodations, Modifications and Differentiations for Diverse Learners:
a. Students who are low level ELA or ELS will be paired in groups with high level
readers. Students are supposed to seek help or explanation from their
classmates as a collaborative learning effort.
b. Teacher will also be circulating to assist students
7. Assessment and Evaluation of Learning:
a. Formative: Comprehension will be checked as students present their groups and
read each word aloud by each student.
b. Summative: None
8. Homework Assignment: None:
9. Reflection:
a. Strengths
b. Concerns
c. Insights
10. References:
a. Dwyer, K., & Thompson, L. D. (1999). The journey of a reader in the classroom.
Portland, Or.: Northwest Regional Educational Laboratory.