Observation 1 Lesson Plan

NAME: Aurora Cortes DATE: December 16 -

2015

PLANNING
Second
Grade Level:

Subject: ELA: Phonics and writing

Content Standard(s):
CCSS: Second grade Reading Standards for foundational skills

Phonological Awareness

3. Know and apply grade-level phonics and word analysis skills in decoding
words both in isolation and in text.
a. Distinguish long and short vowels when reading regularly spelled one-
syllable words.
b. Know spelling-sound correspondences for additional common vowel
teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound
correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.

Reading Standards for literature

1. Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
2. Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral
3. Describe how characters in a story respond to major events and challenges .

Writing Standards

1. Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect opinion and reasons,
and provide a concluding statement or section . .
2.
3. Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of
closure.
4. With guidance and support from adults, produce writing in which the

1

Purpose of the Lesson/
Comprehension Skill:
Links to Prior Knowledge or
Experience:
Performance Objective(s):
development and organization are appropriate to task and purpose.
5. With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
Phonics:
The purpose of this lesson is that students review the phonics of the abcs that
they have been practicing since kindergarden.
Students will read the high frequency words of the week, they will able to
divide the words into syllables.
Reading:
The purpose of this lesson is for students retell the story “The great kapok
tree” that teacher read Monday and Tuesday
Writing:
The purpose of this lesson is for students to use skills learnt for writing
conventions including punctuation, capitalization, etc. and to use classroom
resources to write an opinion paragraph about the reading.
Reading
Students have been learning and reading about the tropical rain forest and
they have learned vocabulary of the unit as: bosque tropical, recursos
naturales, deforestacion etc, so they will use the vocabulary to ask and
answer questions about the text.
Writing
Students have been writing about the story using “ Mapa del cuento”
They have written some sentences about the tropical rainforest.
They are practicing in definition words about the unit.
Phonics
 Divide words with /d/, in syllables.
 Review blending with /da/, /de/, /di/, /do/, /du/.
 Identify syllables in words.
 Associate the letter symbol with the sound.
Writing
 Capitalize the first letter of the sentence or word.
 Leaving spaces between words.
 Using the period at the end of the sentence.
 Spell simple words phonetically.
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  Write High Frequency Words.
 Learning about Diwali.

Phonics
Students will be assessed through informal observation of participation during
segmenting and blending mini lessons while on the rug. Students will also do
a whiteboard activity in which they will write words based on sounds given
by the teacher and will identify the syllables in the word by counting how
Assessment/ many syllables each word has.
Evaluation:
Writing
Students will be assessed through informal writing. Students will have to
remember convections and try to write the title and the first sentence about
Diwali with a drawing related to it.
They will write the sentence frame “Yo puedo” by their own, and finish the
rest of the sentence copying from the vocabulary list of the previous day.

Phonics
Downward Extensions: Using visuals during lesson for EO students and
Total Physical Response for all students to learn syllables.
Upward Extensions: Ask students to produce a two syllable word that starts
with the letter D that we have not done. (Will do dame, dado and dime whole
Extensions group)

Writing
Downward Extensions: For students below grade level I will help them
showing them the sentence frame
Upward Extensions: For students at grade level I will try to make them
introduce the topic by writing a complete sentence.

Phonics
1. Pepa
2. D poster
3. Letter cards: d, m, a, e, i, o, u
4. HFW cards; Yo, soy, un, una, veo, tengo, tiene, y, el, es…
5. Pocket chart
6. Coins to break words into syllables
Materials: 7. Whiteboard
8. Markers

Writing
1. Video about Diwali
2. Vocabulary on chart paper about Diwali from previous day
3. Projector
4. Graphic organizer paper

INSTRUCTION
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What the Teacher Does What Students Do

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 PHONICS
Phonemic Awareness
1. Bring out Pepa and tell the students
that she will be teaching us PHONICS
something new. Have the students Phonemic Awareness
repeat after Pepa as they state the 1. Students repeat the objective after
objective for the lesson: Pepa.
“Hoy vamos a dividir palabras en
silabas.”

2. Explain that Pepa is going to

divide a word into syllables. Listen to
Pepa, she will divide words into
syllables: 2. Students listen as Pepa models how
/de/ /do/ to divide words into syllables using
/di/ /go/ TPR.
/di/ /ce/

3. Now Pepa is going to give you a

word from the d poster and you are
going to divide it into syllables.
3. Whole class participates in
4. Now I’m going to pick some dividing words from the poster into
students to show us how we divide syllables.
syllables into words.
4. Chosen student divides the word
Phonics-Segment with /d/ into syllables with TPR. (dato, dado,
1. Pepa says goodbye. Place the letter domino)
cards for the word dame on the
pocket chart as the students’ help you Phonics-Segment with /d/
sound out the letters. What does the 1. Students sound out the letters of
word say? the word dame, then students repeat
the word.
2. Show me how we would divide the
Procedures & word dame into syllables. Now I will
Activity/Activities: put a space between the word so I
could see each syllable better. (divide 2. Whole class divides dame with
the word on the pocket chart into two TPR.
syllables.) Let’s add a yellow coin to
show where the syllables are.
2. Repeat steps 1 and 2 for the word
dado.

3. Now I need a volunteer to try it 2. Whole class divides dado with

with me. Choose a student to come TPR.
up and write the word dime as the
class helps with sounding out the 3. Students say sounds of the word
letters. dime as the volunteer student places
letter cards on the pocket chart.
4. Now I need a student to help me
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