Content Area: Reading Grade level: 2 Name: Kayla Turley Date: 11/13/18

Core Standard(s): 2.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words
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.
IEP Goal(s)
Actual: N/A

Revised (SMART): By 11/13/2019, student will correctly read a list of 10 given words with prefixes and suffixes, with 90% accuracy on four out of
five trials.

Instructional Objective(s):
Students will practice reading words to prepare for reading the story “Send Wendell”
Students will practice reading sight words.
Students will practice irregular words.
Behavioral Objective(s):
Students will come to group within five minutes on four of five days.
Students will participate in group when prompted with 90% accuracy on two days.
Students will follow group rules 80% of each given group.
Content (concepts, information, skills, new vocab, etc.): This lesson introduces/ reviews words using word lists to prepare students to read a
narrative text.
Instructional Materials Needed: Word lists, White board markers, erasers, pencils, lesson plan.

Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students’ attention:
a. Teacher: Flat Tire
b. Student: Shhhhh
2. Academic review /Gather background knowledge
a. T: Yesterday we talked about getting ready to read a story. Do you remember how we sounded out words?
b. S: Yes.
c. T: We are going to practice some of those again (re-test words missed yesterday).
d. T: Great job practicing those words again! You guys are killing it.
3. State instructional objectives
a. T: Today we are working on reading some words that will be in a story we read soon. Some of these words you have seen before and some of them might be
new to you. I just want you to do your best reading today.
4. Review behavior expectations
a. T: Okay, Thanks for coming to group. Today ten points will earn a caldron treat! You each get a point for coming to group. How else do we earn points,
everybody?
b. S: Our ears are listening, our voices are off, and we are ready to work.
c. T: Great job remembering our group rules. You guys rock. Let’s get started.
5. Instruction
Irregular words:
a. Model
 i. T: This word is change. What word?
ii. S: Change.
iii. T: Spell it.
iv. S: c h a n g e.
v. T: What word did you spell?
vi. S: Change.
b. Guided Practice (fading out the prompts)
i. T: This word is any. What word?
ii. S: Any. A n y. Any.
iii. T: Great job spelling and saying any!
iv. T: (call on individual student) What word?
v. S: change.
c. Independent practice (Second pass through the list)
i. T: What word?
ii. S: Any.
iii. T: (call on individual student) What word?
iv. S: change.
d. Error Correction Procedures
i. T: This word is change. What word?
ii. S: Change.
iii. T: Good! Spell it.
iv. S: C h a n g e
v. T: What word did you spell?
vi. S: change
vii. T: Tell me again in a Mario voice, what word did you spell?
viii. S: Change.
Basic Sight Words:
a. Independent practice
i. T: What word?
ii. S: from.
iii. T: Fantastic. What word?
iv. S: mother.
v. T: (individual student) what word?
vi. S: apart.
vii. T: Great job.
(second pass through the list the same way)
b. Error Correction Procedures
i. T: Teacher what word?
ii. S: form
iii. T: This word is from. What word?
iv. S: From.
v. T: Great job saying that. Now spell it.
vi. S: F r o m.
vii. T: What word did you spell?
viii. S: from.
ix. T: oh, great job remembering how to spell from!
Multiple Part:
a. Model
 i. T: Watch me figure out this word. First, I’m going to say the underlined part of the word. Every. Then. I’m going to say the whole word. Listen. Every.
Everybody. You try.
b. Guided Practice
i. T: What part?
ii. S: Every
iii. T: What word?
iv. S: Everybody.
(go through the rest of the list like that).
c. Guided Group Practice
i. T: Tell your partner what part. Ready go.
ii. S: Every
iii. T: Tell me the word.
iv. S: Everybody.
v. T: Tell your partner what part in a Dracula voice. Ready go.
vi. S: mail.
vii. T: What word?
viii. S: Mailbox.
d. Independent practice (second pass through the list)
i. T: What word?
ii. S: Mailbox
iii. T: Fabulous job remembering that word. What word?
iv. S: California
v. T: (individual student) what word?
vi. S: about.
vii. T: great job being with me.
e. Error Correction Procedures
i. T: This part says mail. What part?
ii. S: Mail.
iii. T: Good that part is mail. What word?
iv. S: Mailbox.
f. Error Correction Procedures
i. T: What sound here? (point to missed sound)
ii. S: /ai/
iii. T: What part?
iv. S: Mail.
v. T: Good job! What word?
vi. S: Mailbox.
VCe Derivatives:
e. Model
i. T: If a double letter comes next, say the sound. If a single letter comes next, say the name.
ii. T: (shows baby) does a double letter come next?
iii. S: No.
iv. T: What sound?
v. S: /A/ (name)
vi. T: What word?
vii. S: Baby.
f. Guided Practice
i. T: What sound?
ii. S: /e/
 iii. T: What word?
iv. S: Letter.
v. T: (individual student) what sound?
vi. S: /a/
vii. T: What word?
viii. S: Happy.
g. Independent practice (Second pass through the list)
i. T: What word?
ii. S: Baby
iii. T: Good job reading. What word?
iv. S: Letter.
v. T: (individual student) what word?
vi. S: Letter.
h. Error Correction Procedures
i. T: Does a double letter come next?
ii. S: Yes.
iii. T: Good. So what sound?
iv. S: /e/
v. T: Yes. What word?
vi. S: Letter.
vii. T: very good friend.
Y to I words:
i. Model
i. T: (write out hurry + ed = hurried). (Point to base word) What word?
ii. S: Hurry.
iii. T: (point to derivative) What word?
iv. S: Hurried.
v. T: (Individual student) (Point to base word) What word?
vi. S: hurry
vii. T: (point to derivative) What word?
viii. S: Hurried.
j. Independent practice (Second pass through the list)
i. T: (cover hurry + ed). (Point to hurried) What word?
ii. S: Hurried.
iii. T: (individual student) what word?
iv. S: hurried.
k. Error Correction Procedures
i. T: (uncover the base +suffix) (point to base) What word?
ii. S: hurry.
iii. T: (point to derivative) What word?
iv. S: Hurried.
6. Wrap – up
a. Review key concepts/ Check for understanding
i. T: Today we practiced reading some words. You guys worked really hard at your reading today. I have one more thing for you guys. (choose one word to
delay test) What word is this?
ii. S: change!
b. Review objectives
i. T: Great job being in group and sounding out word with me today. You guys are rock stars. Head back to your desks and I will meat you there to get your
caldron treat. Thank you, guys, for being amazing students and following our group rules!
 c. Clean up

Adaptations/Modifications/Accommodations: Preferential seating, no make or break tasks, flexible directions, ask students to read in different
voices to curve behaviors.

Reinforcement Procedures: Ten points in group earns a caldron treat. Coming to group every day earns an extra treat on Friday. Beating a fluency
timing earns more class dojo points that convert to treats.

Daily Evaluation
a. Before lesson: Check for mastery of words reviewed yesterday.
b. During lesson: Check for mastery of words reviewed today.

Post Evaluation (data-based decision making):

Students will be monitored on a weekly basis using DIBLES Next, oral reading fluency. Instructional decisions will be made based on their
progress towards their individual oral reading fluency goals.
Follow-up Activities: Read Send Wendell.
Word Lists:
List 1 (irregular): Lived, change, Alice, any, boxes, front, give, ready, suit, money
List 2 (basic sight words): from, mother, William, coming, apart, floor, tall, found
List 3 (basic sight words): brother, father, school, walk, their, hall, work, ever
List 4 (multiple part): mailbox, California, about, apartment, finish, cleaners, downstairs, reading
List 5 (multiple part): Anthony, everybody, homework, mailboxes, anyone, smiled, started
List 6 (multiple part): Wendell’s, older, sister, please, Robert, never, cleaning, tallest
List 7 (VCe derivatives): baby, happy, letter, making, later
List 8 (y to i): hurried