CEP Lesson Plan Form

Teacher: Kayla Steinmetz Date: January 18, 2022

School: Upper Blue Elementary School Grade Level: 2nd Grade Content Area: Literacy

Title: Phonemic Awareness and Phonics (Long U) Lesson #:_4_of _10_

Lesson Idea/Topic and Practicing phonemic awareness and phonics using words with long u spelling
Rational/Relevance: patterns (u_e, u, ew, ue).

Student Profile: Students are 2nd graders with varying reading, spelling, and literacy abilities;
1/3 of the students are ELL.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Reading, Writing and Communicating: Second Grade, Standard 2. Reading for all Purposes; Substandard 3. Apply knowledge of complex spelling patterns
(orthography) and word meanings (morphology) to decode words with accuracy.

Language Goal:

Students will understand long u spelling patterns and how to accurately identify and apply them to their vocabulary.

Understandings: (Big Ideas)

Students will be able to recognize long u spelling patterns.

Students will understand how to properly use long u spelling patterns to spell their vocabulary words.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

What words do I already know that use these spelling patterns?

How can I use adding and deleting sounds to decode words I do not know yet?

Evidence Outcomes: (Learning Targets)

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Every student will be able to: Use long u spelling patterns to read, write, and understand their vocabulary words.

I can (content standard): recognize long u sounds in a word and use my knowledge of long u spelling patters to spell those words.

This means (language standard): students can identify long u sounds and spelling patterns in a word.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Informal assessment of observation – Learning Target 1

Group discussion - Learning Target 1

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Planned Lesson Activities

Name and Purpose of Lesson Working with and recognizing long U sounds and spelling patterns.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes _X__ No ___
One teach – One assist
Why did you choose this model(s) and what are the teachers’ roles?
I chose this model because it creates a well-balanced dynamic to instruct the students while supporting and
managing behavior.
Teacher 1 – Instruct the lesson; observe students’ engagement and understanding while facilitating
behavior management.
Teacher 2 – Facilitate behavior management and observe students’ engagement and understanding.

Approx. Time and Materials Appx. Time: 18-20 mins

Materials:
1. White Board
2. Marker
3. Dry Erase Markers
4. List of words and letter sounds.

Anticipatory Set The strategy I intend to use is: Refresher activity/ Slight Changes Intro – 2 minutes
I am using this strategy here because:
To grab students’ attention, I will write a goofy sentence on the board (ex. My new oat is so warm!
Does anyone notice anything strange about my sentence? (We don’t wear oats! Oats are food.)
Hmmm, I wonder if I add a /k/ sound if my sentence would make sense. What is the new word if I add /k/ to
oat? (Coat).
Does my new sentence make sense? (My coat is so warm!) (Yes!)
- Today we are going to build and breakdown some familiar words to make them into new words.
Notice how they might sound similar, but a slight change in the sound can give the word a whole
new meaning.
I will give a quick reminder that our phonemic awareness is working with our sounds, so listening carefully
and paying attention is very important.
Procedures The strategy I intend to use is: Whole Group
I am using this strategy here because:
Students have been working with long u sounds and spelling patters for a few days, we will review and then

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CEP Lesson Plan Form

practice as a whole group so that students may collaborate with their neighbors/partners as well as the
whole group.

Anticipatory Set: 2 minutes

Part 1: Phonemic Awareness – 5 mins

Model: Listen to this word: old. I will add /h/ to the beginning of old: /h/old, hold. The new word is hold.
Now I will take away the last sound in date. Date without /t/ is day.
Practice:
- Adding phonemes to the beginning of words:
- /m/ to ice (mice); /g/ to ate (gate)
- Take away phonemes from the words:
- /n/ from hunt (hut); /l/ from belt (bet)
- Extra Practice if needed: melt (met); bend (bed); snake (sake); truck (tuck).

Part 2: Phonics Blending with Long u: u_e, ue, ew, u – 5 mins

Model: Write on the board: f, ew. Model blending sounds: This is the letter f. It stands for /f/. These are the
letters ew. Together, they stand for /ū/. Let’s blend all the sounds together: /fffūūū/. The word is few.

Repeat with mule, cube, huge, cue, and unit.

- Extra Practice if needed: pew, mute, use, music, cube, pupil, cues.

Part 3: Phonics Building words with Long u: u_e, ue, ew, u – 5 mins
Review: Remind students that the letters u_e, ue, ew, u can spell the long u sound.
Build words with long u.
- Have students get out their lined white board
- Give letters (on the board) m, u, l, e. Blend the sounds to read the word then have students copy
the word down on their white boards.
- Now change the l to t. Share your new word with your partner.
- Have class call out the new word. (mute)
- Do Not Erase! (reminder)
- Now, change the m to c. Share your new word with your partner.
- Have class call out the new word. (cute)
- Do Not Erase! (reminder)

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CEP Lesson Plan Form

- REPEAT with: cube, huge, hue, cue, fuel (fuse, fume, fumes, few, pew, pupil – if extra time or extra
practice needed).

Teacher Actions Student Actions Data Collected

- Provide examples and model
tasks.
-Support learning and correct
misconceptions.
-Facilitate lessons and guide
progression.
-Adapt accordingly to students
understanding.
-Listen to the examples.
-Apply/practice skills to following
examples.
-Participate through working with a
partner and sharing with the whole
group.
-Writing the examples on their
whiteboard and following the patterns
and changes in spelling each word.

Closure 1-2 minutes

The strategy I intend to use is: What-Why-When?
I am using this strategy here because:
This will allow me to check in on students understanding of applying their knowledge in real-life situations.
What did we learn about/practice? Long u sounds and decoding (breaking down words by sounds).
Why is this important? Because it will help us recognize words and read new words that we may not know
yet.
When might we apply this practice to our work? When we are reading, spelling, or working with new
vocabulary.

Differentiation Content Language Process Product Environment

For which students are you differentiating (refer Modifications: - Providing Have students Conduct lesson
to student profile as well as assessment data to extra examples discuss with their through I Do,
determine individualized student learning need): of familiar partner to draw a We Do format
words so conclusion before to continually
students can sharing whole scaffold
draw a group. learning.
connection Incorporating
between the more examples of
spelling (first) familiar
pattern and words to connect

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CEP Lesson Plan Form

the word the sounds, (then)

sounds. simple, unfamiliar
words to allow for
a connection
between sounds
and spelling
patterns.
Extensions: -Provide Have students
examples of participate whole
words that group,
include more incorporating
syllables, more more complex
complex words to
sounds, and or challenge their
more blends. understanding
Challenging and connections.
students to
further be able
to decipher
sounds and
what happens
when you
build/break
down words.
Assessment Informal Observation: Teachers will watch what the students as they respond, and how they interact with
the material, while actively teaching it. - Do students appear to have a grasp on material or are they
struggling to understand? Can be monitored through responses to questions and participation in partners
and whole group.

Group Discussion: Students will be asked to participate in whole group by providing answers for the
examples given on the board. This will be assessed based on student accuracy and active involvement in
partners/whole group.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Students Learning English – What teaching component (preparation, building background,

comprehensible input, scaffolding/questioning, student grouping/wait time, practice application, lesson
delivery, and review/assessment) and language domain (listening, speaking, reading, writing) will you
use to support and/or enhance content for students learning English? Provide a rationale.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
• To focus student attention on the lesson.
• To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
• teacher input
• modeling
• questioning strategies
• guided/unguided:
o whole-class practice
o group practice
o individual practice
• check for understanding
• other

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CEP Lesson Plan Form

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
• To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
• To help organize student learning
• To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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