Work Sample Unit Plan - Edited For Weebly

Unit Goal(s), Objectives (I can statement) & Assessments
Pre-Assessment
● Assessment Used: VoWac - Pre & Post Assessment & Teacher Key
● Rationale of Assessment Used:
● Analysis: This pretest is adapted from the VoWac curriculum. I used ideas from the end-of-unit-test that highlighted the main
components of the lessons, and created the pretest for students to take. I selected items that appeared often throughout the unit
that seemed of high importance: soft c, hard c, soft g, and hard g. By providing questions that pertain to those areas, I will be
able to assess what students already know and also where they may struggle.
Unit Goal(s)/Standard(s)
● Unit Goal: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. e) Identify words with
inconsistent but common spelling-sound correspondences.
● Essential Questions:
○ When are soft c and g sounds used when decoding a word?
○ How do you identify words with a soft c or g versus a hard c or g?
Timeline:
Day 1
● Objective/I can statement: I can write down my answers to the prompts given to me on the pre-assessment regarding soft and
hard g and c.
With 90% accuracy, I can recall c, k, and -ck sounds by sharing my answers during the large group discussions.
● Formative Assessment: Pre-assessment and Observations
● My Rationale for my Formative Assessments:
○ Pre-assessment - The pre-assessment that students took will be used to help me identify where students will need
additional support or instruction to help them better understand the concepts. As I plan and teach the lessons within this
unit, I will look back at the pre-test to help me decide where to implement additional examples or spend more time
teaching.
○ Observations - We reviewed what students already knew about c, k, and -ck before diving deeper into another sound that
c makes. My observations of what students were responding to and participating in helped me to better see where I
should take the lesson next tomorrow.
Day 2:
● Objective/I can statement: I will participate in the whole group lesson by sharing my responses aloud. I will complete a soft c
practice worksheet with 80% accuracy after the lesson.
● Formative Assessment: Student Responses & Practice Worksheet
○ Student Responses: During the lesson, we will be discussing and doing a lot of work together as a class at the carpet in
front of the board. I will be listening to what students are saying and seeing where I need to move my lesson for the next
day or if I need to address any common questions during the lesson.
○ Practice Worksheet: This practice worksheet will give students the chance to practice what they have learned in the
lesson. This worksheet will let me know if I did a good job covering that material for soft c or if I need to spend additional
time on it tomorrow. It will help me to see where my students are understanding or maybe where they are struggling. It will
also help me see if the students met their objectives.
Day 3:
● Objective/I can statement: I will share my responses to questions being asked aloud to the whole group or to my partner when
doing partner talks. I will write down the correct spellings of soft c on a whiteboard with 80% accuracy after the lesson.
● Formative Assessment: Turn & Talk and Whiteboard Practice
○ Turn & Talk: I chose this formative assessment because I have noticed that during whole group lessons, I don’t always get
to hear from everybody. By implementing turn & talks, I can walk around and hear what every student is saying. It allows
me to hear from the quiet ones, too. Additionally, listening to what students are saying will help me determine things I
need to address and will also help me to see if I can move on and have students start practicing on their whiteboards.
○ Whiteboard Practice: I chose this formative assessment because this gives me a chance to walk around and see what
students are writing and if they are meeting the objective of spelling soft c words correctly. Whiteboards are a great tool to
use because students can easily erase and adjust their answers, as needed. From this assessment, I will if we need more
time to practice this skill or if students are grasping the concept.
Day 4:
● Objective/I can statement: I will participate during the whole group lesson by sharing my answers aloud and responding to the
questions being asked. I will verbally make connections between soft c and soft g. I will complete a soft g practice worksheet with
80% accuracy after the lesson.
● Formative Assessment: Student Responses & Practice Worksheet
○ Student Responses: Throughout the lesson, there will be a lot of discussion regarding reviewing soft c and we will be tying
that into how it relates to soft g. I will be looking to see if students are able to make connections and if they are
understanding when to use soft g. Because of the connections, I will be expecting students to understand this one
similarly to how they understood soft c. I will be listening to what students are saying and seeing where I need to move my
lesson for the next day or if I need to address any common questions during the lesson.
○ Practice Worksheet: This practice worksheet will give students the chance to practice what they have learned in this
lesson. This worksheet is similar to what they did for soft c. It will let me know if I did well covering material for soft g or if I
need to continue spending time on this topic. It will also help me see if the students met their objectives.
Day 5:
● Objective/I can statement: I will participate during the whole group lesson by verbally sharing my answers to the review
questions. I will participate in a Go Fish game and sort my cards with 90% accuracy.
● Formative Assessment: Observations & Go Fish Review Activity
○ Observations: Throughout the whole group lesson, I will be listening to see if students are able to recall what we’ve been
talking about over the past several days. Their responses to these questions will help me see if they are ready to move
forward after today or if we need to spend additional time on them.
○ Go Fish Review Activity: This activity is a review game of using soft and hard g and c. Students will be sorting their cards
into four categories: soft c, hard c, soft g, and hard g. There will be a variety of different words using these spelling
patterns, and in order to make matches, they will need to be able to identify whether the words are using soft or hard g or
c spellings. It is putting what we’ve learned into real application. As I watch students play this game, I will see if they are
able to apply the skills they’ve been learning or if we need to spend more time on them.
Day 6:
● Objective/I can statement: I will participate during the whole group lesson by sharing my ideas with the class or with a partner. I
will make connections with what I already know about “one short vowel in a one syllable word” and verbally apply it to this lesson
with 80% accuracy.
● Formative Assessment: Turn & Talks and Observations
○ Turn & Talks: Students will be asked to make connections to the new content by applying what they know in other areas of
Vowac. They will be able to do this during partner talks. Additionally, these turn and talks give all students the opportunity
to share answers to questions, since they cannot all answer the questions aloud. This will help me see if students will
grasp this concept, since they are already familiar with “one short vowel in a one syllable word.”
○ Observations: We introduced a new concept today of -age and -dge endings and how they still make the soft g sound.
This is adding on to what we already know about soft g /j/. My observations of what students are responding to and
participating in helps me to see where I should take the lesson next.
Day 7:
● Objective/I can statement: I will participate during the whole group lesson by sharing my responses to the review questions. I
will write down the correct spellings of soft g and c on a whiteboard with 80% accuracy after the lesson.
● Formative Assessment: Whiteboard Practice
● My Rationale for my Formative Assessment:
○ Whiteboard Practice: Because we spent the whole time yesterday at the carpet reviewing (because it was an early
release day) I chose this formative assessment because this gives the students a chance to move around and apply what
they’ve learned. Additionally, it helps me to see student responses to spelling the words correctly using soft g and c
patterns that we’ve learned. From this assessment, I will see if we need more time to practice this skill or if students
understand.
Day 8:
● Objective/I can statement: During the whole group lesson, I can participate and share my answers to the review questions
being asked. With 90% accuracy, I can answer the review questions regarding soft and hard g and c correctly on the Kahoot
game.
● Formative Assessment: Kahoot Game
○ Kahoot Game: Students enjoyed playing the other review game activity of Go Fish. So, I thought I would add in another
review game to help students remember what we’ve learned in this unit. This review game is a great way for me to see if
students are ready to take their post-assessment today or if I need to do another day. I will be able to see how students
are doing because I can look at the screen and see how many students answered the questions correctly.
Day 9:
Summative Assessment (You may you the same assessment as pre-assessment, if applicable)
● Assessment Used: VoWac - Pre & Post Assessment & Teacher Key
● Analysis: I used the same assessment as the pre-test. I figured this would give me the chance to really see where growth was
made. After examining their pre-assessment and the post-assessment, I noticed that students did a much better job than they
did the first time and a lot of growth was made!
○ This assessment is adapted from the VoWac curriculum. I used ideas from the end-of-unit-test that highlighted the main
components of the lessons, and created the pretest for students to take. I selected items that appeared often throughout
the unit that seemed of high importance: soft c, hard c, soft g, and hard g.
Lesson Plans
Lesson Plan 1
Date: 2/20/2024
Time: 12:10 - 12:30 p.m.
Reflection from prior lesson
● I have observed my teacher teach VoWac in the past. She often uses a whole group setting to teach this and gives students a lot
of opportunities to talk about and share answers aloud, as well as practice what they’ve learned. I will be implementing the same
organization of whole group learning and practice during my lesson, as I have seen it be used effectively. Additionally, to keep
students engaged throughout the lesson, I will ask questions that they can participate in, as well as use opportunities for practice
to provide teaching moments.
Lesson Goal(s) / Standards

● 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. e) Identify words with inconsistent but
common spelling-sound correspondences.
Lesson Objective(s)
● I can write down my answers to the prompts given to me on the pre-assessment regarding soft and hard g and c.
● With 90% accuracy, I can recall c, k, and -ck sounds by sharing my answers during the large group discussions.
Materials Needed
● Pre-assessment & Teacher Key: VoWac - Pre & Post Assessment & Teacher Key
Contextual Factors/ Learner Characteristics

● 2nd Grade
● 24 total learners in class; only 19 learners in the room during this lesson
● 15 total female learners; only 13 female during this lesson
● 9 total male learners; only 7 male during this lesson
● 7 total learners on IEP; only 3 learnerson IEP during this lesson
● 2 learners on 504 Plan
● No ELL learners
● Learners can be talkative; usually just need a verbal reminder or new seat to sit in
● Typically active in participation when questions are asked or activities are assigned
● No paraprofessional in the classroom during this lesson
Connection(s) to Research & Theory

● Pre-Assessments: Preassessments give me the opportunity to see what students already know, as well as what areas they may
still be struggling in. Their answers to the questions will give me a foundation to start, as well as be able to see what things may
need more intensive instruction versus less intensive instruction.
● Formative Assessment: Throughout the lesson, I will take mental notes about what the students are understanding and what
they may be struggling with. I will watch for this through their participation during the whole group lesson, during
think-pair-shares, and during work time. This will help me to decide whether the unit can be completed or if there are any gaps I
need to fill.
● Direct Instruction: Students will participate in this lesson. They will be actively discussing and talking about the subject at hand.
This helps all students to learn the same material from the start. Every student is learning the same information. Later, it may be
beneficial to break off into smaller groups to dive deeper into the topic, but this provides a nice foundation.
A. The Lesson
● Introduction 3 minutes
○ getting attention: If you can hear me clap once. If you can hear me clap twice.
○ relating to past experience and/or knowledge: We are going to be starting a new unit today in VoWac. We are going to be
looking at some things you already know about the letter c and the sounds it makes. I know you’ve spent some time
practicing that.
○ sharing objective, in general terms: Today, we are going to be looking at what you already know for the sounds of /k/,
which should be some review for you. Before we do that, though, we are going to take a pre-assessment of sounds that the
letters c and g make.
○ creating a need to know: So, as we are reviewing what you already know, think about how you might see these sounds
change, depending on the word you are reading. Look for some patterns you see.
● Content Delivery 15 minutes

○ Part 1: Pre-Assessment (10 minutes)
■ Explain to students that they will be taking a pre-assessment. A pre-assessment helps me to better understand what
you already know and helps me to see what areas we should spend some time practicing more. The pre-test will not
be graded. It is only so that I can see what things you already know.
■ Hand out the pre-assessment to students. Read through the prompts using the Teacher Key.
○ Part 2: Large Group/Whole Class (5 minutes)
■ Have students gather on the carpet.
■ T: Let’s review what you know about the sound /k/. What letters do we know make the /k/ sound?
■ S: c, k, or ck
■ T: How do we know when to use c versus k?
■ S: c goes with vowels a, o, u and k goes with vowels e, i, y (Fat Cat and Skinny Kitty)
■ T: When do we use ck?
■ S: At the end of one-syllable words after a vowel
■ Have students practice filling in letters with c, k, or ck by sharing answers aloud:
● Por_ (pork)
● Fle_ (fleck)
● Stu_ (stuck)
● Smo_e (smoke)
● _ute (cute)
● _attle (cattle)
● Closure (2 minutes)
○ Recap: We have practiced using c, k, and ck. We also took a pre-assessment that helps me know what you already know
about soft and hard c and g. That will help me to better understand what we should focus on.
○ Tomorrow, we will be looking at another sound we can make with the letter c.
B. Assessments Used
● Pre-test - The pre-test that students took will be used to help me identify where students will need additional support or
instruction to help them better understand the concepts. As I plan and teach the lessons within this unit, I will look back at the
pre-test to help me decide where to implement additional examples or spend more time teaching.
● Observations - We reviewed what students already knew about c, k, and -ck before diving deeper into another sound that c
makes. My observations of what students were responding to and participating in helped me to better see where I should take
the lesson next tomorrow.
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ For students needing additional help with reading some of the words, the teacher can help read those aloud. The only
words that cannot be read aloud are the ones on the back side with the sorting. That is because they need to use what
they’ve learned about spelling patterns to know if the letters c and g are soft or hard. If a teacher reads those aloud, they
will know automatically whether they are soft or hard.
● Adaptations for those exceeding expectations
○ For students exceeding expectations and getting done early, I had them go back and double-check all of their answers. I
will remind them that this is a test and they need to make sure they feel confident in their work.
● Language Support (IF you have ELLs (English Language Learners))
○ N/A
D. Resources
● Adapted from the VoWac Curriculum: Unit 19 - Page 175 and Page 182a/T
Lesson Plan 2
Date: 2/21/2024
Time: 12:10-12:30 p.m.
● Yesterday, students seemed to participate well during the lesson when we were gathered at the carpet and they were able to
share answers aloud. Most students were engaged in the lesson and participated. However, some did not. Today, I will use a
similar format of having students gather at the carpet. To encourage students to listen, I will provide more wait time between
asking questions and calling on students. Additionally, I may call on students who do not have their hand raised.

Lesson Objective(s)
● I will participate in the whole group lesson by sharing my responses aloud.
● I will complete a soft c practice worksheet with 80% accuracy after the lesson.
Materials Needed
● Practice WS:
https://www.canva.com/design/DAF9XzsEilM/M3BnziFnvBAAW3sDIChZ0A/edit?utm_content=DAF9XzsEilM&utm_campaign=de
signshare&utm_medium=link2&utm_source=sharebutton
● Slides 2-4:
https://www.canva.com/design/DAF9k5aQUFs/_YljT9mdCVSPPo_3uCidyg/view?utm_content=DAF9k5aQUFs&utm_campaign=
designshare&utm_medium=link&utm_source=editor

● 2nd Grade
● No ELL learners
● Hands-on Learning - Students will show that they learn by actively moving to their seats and completing a practice worksheet
that shows their understanding of the material. It has been shown that students will be more engaged in the lesson when there
is an opportunity for them to do it themselves. This also creates opportunities for students to discuss and collaborate.
● Formative Assessment - During this lesson, students will be answering questions on a practice worksheet. This will help me to
see later if they understood the material or if I need to fill in gaps in another lesson in areas where students are struggling.
A. The Lesson
● Introduction (3 minutes)
○ getting attention: Turn your bodies and face towards me. Show me you are ready to learn.
○ relating to past experience and/or knowledge: Yesterday, we took a pre-assessment that talked a little bit about the
sounds that the letter c makes. We’re going to be exploring that a little bit more today. We also recapped what to use for the
sound /k/. That will come in handy today.
○ sharing objective, in general terms: Today, we are going to review when to use a c versus a k when we hear a /k/ sound.
We’re also going to look at a soft c sound and when to use that.
○ creating a need to know: This will be helpful for you to know so that when you are reading, you know how to pronounce the
word correctly. It will also help you to know what letter to use when you are spelling a word.
● Content Delivery (15 minutes)

○ Part 1: Whole Class/Large Group (7 minutes)
■ T: Who can tell me about fat cat and skinny kitty? We’ve talked about this before.
■ S: Fat Cat: We use a c for the /k/ sound when followed by an a, o, or u. (The fat vowels).
■ S: Skinny Kitty: We use a k for the /k/ sound when followed by an e, i, or y. (The skinny vowels).
■ Display slide 2
■ T: Let’s read these words.
■ Students will read the words aloud.
■ What do you notice about them?
■ S: They are all spelled with a c because it is followed by an a, o, or u.
■ Display slide 3
■ T: Let’s read these words.
■ Students will read the words aloud.
■ What do you notice about them?
■ S: They are spelled with a k because it is followed by an e, i, or y.
■ T: Why do I need to spell the boy’s name Kent, K-e-n-t? Why can I not spell it c-e-n-t?
■ S: That says cent, with a /s/.
■ T: So, when c is followed by an e, i, or y, it says /s/ not /k/.
■ Display slide 4 and read the words.
■ T: So, to spell a word with the /k/ sound followed by an e, i, or y, write the letter k. If you use a c, a /s/ sound will be
used.
○ Part 2: Independent work (8 minutes)
■ Hand students the practice WS.
■ Explain that they will be sorting the words into the right picture, based on the vowel that follows. This will help them to
practice the soft c versus hard c sound.
■ Walk around and help students as necessary.
■ Have students turn in their practice worksheets.
○ Have students gather at the carpet.
○ Discuss findings: What did we talk about today? What did you notice when you were completing your worksheet? Listen to
students’ answers and add on to what they are saying.
○ T: So today, we looked at another sound the letter c makes. When c is followed by an e, i, or y, it makes a /s/ sound.
○ T: We now know why we have the letter k in our alphabet.
B. Assessments Used
● Student Responses: During the lesson, we will be discussing and doing a lot of work together as a class at the carpet in front of
the board. I will be listening to what students are saying and seeing where I need to move my lesson for the next day or if I need
to address any common questions during the lesson.
● Practice Worksheet: This practice worksheet will give students the chance to practice what they have learned in the lesson. This
worksheet will let me know if I did a good job covering that material for soft c or if I need to spend additional time on it tomorrow.
It will help me to see where my students are understanding or maybe where they are struggling. It will also help me see if the
students met their objectives.
○ For students with special needs, they may need additional assistance with the practice worksheet from either myself, a
paraprofessional, or another student in the class. It could also be beneficial to have pictures alongside the words to help
with reading and understanding the material.
○ The pictures could also be beneficial for students who are not meeting expectations. Again, I will be walking around to
support students and help them with any questions they might have. They are also welcome to work with other students
for assistance.
○ For students who are exceeding expectations and get done early, I will tell them to come up with as many words as they
can that use the same spelling patterns that we’ve been practicing so that they continue to work on the skill.
○ N/A
D. Resources
● Adapted from the VoWac Curriculum: Unit 19 - Page 175
Lesson Plan 3
Date: 2/23/2024
Time: 12:10-12:30 p.m.
● The lesson prior to this one went well. Students recalled previous information about soft c that they learned in first grade, and
were able to apply that to what we discussed yesterday, and we had a great discussion of when to use soft c when followed by
an e, i, or y. Most students understood this, although it took several reminders for some students because they are used to c
being followed by an a, e, or o. of reminders Additionally, I was able to see how well they were understanding by looking at their
Soft C and Hard C practice worksheets. As I looked at them, I noticed that the majority of students did well on it and were able to
sort the words well. Because it’s still a new concept, I will plan to touch on it again today and review with students.

Lesson Objective(s)
● I will share my responses to questions being asked aloud to the whole group or to my partner when doing partner talks.
● I will write down the correct spellings of soft c on a whiteboard with 80% accuracy after the lesson.
Materials Needed
● Slides 5-7:
● Student Whiteboards, dry-erase markers, and erasers

● 2nd Grade
● 7 total learners on IEP; only 3 learners on IEP during this lesson
● No ELL learners
● Social Learning Theory - Students will engage in partner talks to discuss their thoughts, findings, and explanations. Students will
take what they know about the topic and share it with someone around them. They will also listen to each other’s ideas. This
emphasizes collaboration.
A. The Lesson
○ getting attention: If you can hear me, clap once. If you can hear me, clap twice.
○ relating to past experience and/or knowledge: Yesterday, we talked about soft c and when we use the /s/ sound. You told
me that when deciding when to use a c or k, we need to remember fat cat and skinny kitty. What does that mean again? (c
goes with a, o, u, and k goes with e, i, y). Good! We’ll review what we know about soft c shorty.
○ creating a need to know: Remember, it’s important that we learn about soft c because it helps us know how to pronounce
and spell words with a soft c sound.
○ sharing objective, in general terms: Today, we will continue to practice when to use a soft c sound.

■ Part 1: Whole Class/Large Group (10 minutes)
● Display slide 5
● T: Remember we talked about how when c is followed by an e, i, or y, it makes the sound /s/. Why is that not
normal?
● S: Because c is usually followed by an a, o, or u.
● T: Right. Why do you think the sound of /s/ is called soft c and the sound of /k/ is called hard k?
● S: /k/ makes a harder noise than /c/
● T: Let’s read these words. Back row, read the ce- words aloud together as I point to them.
● T: Middle row, read the ci- words aloud as I point to them.
● T: Front row, read the cy- words aloud as I point to them.
● S: (Will read the words based on the row they are in)
● T: Good work! What did you notice about all of those words?
● S: They all had a soft c sound.
● T: So, now we’ve talked about soft c at the beginning of words. Do you think it can also be in the middle or the
end of words? Let’s find out.
● Display slide 6
● T: Let’s read these words together. (Go through the words).
● T: What do you notice? Turn and talk to the person sitting next to you.
● S: They still make the soft c sound because they are followed by an e, i, or y.
● Display slide 7
● T: All of the words on the board show a c followed by an e. So what sound will the c make?
● S: soft c /s/
● T: The words on the left side of the line are V_E syllables. The word ends with a vowel, then a consonant letter,
then a silent E. How are these words different from the ones on the right side of the line?
● S: There are two consonants between the vowel and the silent e.
● T: Right. Read the words to yourself. Do they still follow the soft c rule even though they aren’t at the beginning
of the words?
● S: Yes.
■ Part 2: Independent work (5 minutes)
● Have students take out their whiteboards and return to their desk spots.
● T: You’re going to get to practice writing some words with soft c. When do we use a soft c?
● S: When followed by an e, i, or y.
● Read students some of these words:
○ Fence, cement, circle, face, center, cent, prince, circus, Lucy, cell, pencil, spice, chance, cider
● Walk around and see how students are doing with their spellings of the words. Recap information from the
lesson as needed.
○ Discuss findings: What did we talk about today? What did you notice when we were reading the words on the board? How
did you know when to use a c when spelling the words today? Listen to students’ answers and add on to what they are
saying.
○ T: Today, we talked about soft c again and got to practice using it to spell words. Remind me, when do we use soft c again?
○ S: When c is followed by an e, i, or y, it makes a /s/ sound.
○ T: Great! The more we practice, the easier it will become!
B. Assessments Used
○ Turn & Talk: I chose this formative assessment because I have noticed that during whole group lessons, I don’t always get
to hear from everybody. By implementing turn & talks, I can walk around and hear what every student is saying. It allows
me to hear from the quiet ones, too. Additionally, listening to what students are saying will help me determine things I
need to address and will also help me to see if I can move on and have students start practicing on their whiteboards.
○ Whiteboard Practice: I chose this formative assessment because this gives me a chance to walk around and see what
students are writing and if they are meeting the objective of spelling soft c words correctly. Whiteboards are a great tool to
use because students can easily erase and adjust their answers, as needed. From this assessment, I will if we need more
time to practice this skill or if students are grasping the concept.
○ For students with special needs, this lesson could be adapted. These students may benefit by sitting next to a partner who
can help them write or they can be paired with an aide who can also help them write on their boards.
○ For students not meeting expectations, I will be walking around to help as needed, or they can ask someone sitting
around them for assistance.
○ For students who are going above expectations, it will be helpful for them to look at others around them and see if they
can help those who are struggling. They would be expected to not tell them the right answer, but help explain why or how
that is the right answer.
○ N/A
D. Resources
● Adapted from the VoWac Curriculum: Unit 19 - Page 176-177
Lesson Plan 4
Date: 2/26/24
Time: 12:10-12:30 p.m.
● After the previous lesson, I could see that most students were getting the hang of when to use a soft c when reading and spelling
words, based on my observations of the whole group discussion and their whiteboard responses. It appeared that students liked
using whiteboards, so that is something I will keep in mind for future lessons. Additionally, I thought the soft c worksheet was
helpful when first learning when to recognize it. So, we will do something similar for this lesson when introducing soft g. Because
not everyone was getting 100% of the words correctly when reading and writing, we will touch on that again at the beginning of
this lesson.

Lesson Objective(s)
● I will participate during the whole group lesson by sharing my answers aloud and responding to the questions being asked.
● I will verbally make connections between soft c and soft g.
● I will complete a soft g practice worksheet with 80% accuracy after the lesson.
Materials Needed
● Slides 8-12:
● Practice WS:
https://www.canva.com/design/DAF92uSZHC8/5bmmG6e0NzPM39P2fMDNPg/edit?utm_content=DAF92uSZHC8&utm_campai
gn=designshare&utm_medium=link2&utm_source=sharebutton

● 2nd Grade
● No ELL learners

● Hands-on Learning - Students will show that they learn by actively moving to their seats and completing a practice worksheet
that shows if they are understanding the material or not. It has been shown that students will be more engaged in the lesson
when there is an opportunity for them to do it themselves. This also creates opportunities for students to discuss and collaborate.
● Formative Assessment - During this lesson, students will be answering questions on a practice worksheet. This will help me to
see later if they understood the material or if I need to fill gaps in another lesson.
A. The Lesson
○ getting attention: T: Flat tire; S: Shhhhhh
○ relating to past experience and/or knowledge: Yesterday, we talked about and practiced using soft c.
○ Display slide 8
○ T: Remember, we use soft c when followed by an e, i, or y. We use hard c when followed by an a, o, or u.
○ Display slide 9
○ T: Let’s practice saying these words. They are a mix of soft and hard c. When I point to a word, you say it.
○ Go through all of the words in a random order on the board.
○ creating a need to know:
○ T: Why do you think it is important that we know about soft c?
○ S: Because we will know how to spell and read words with soft c.
○ sharing objective, in general terms: Just like there are different ways to pronounce the letter c, there are different ways to
pronounce the letter g. Today, we’re going to look at the letter g and the sounds it makes.
○ Content Delivery (15 minutes)

■ Part 1: Whole Class/Large Group (10 minutes)
● Display slide 10
● T: Take a look at this slide. Just like with the letter c, when g is followed by an e, i, or y, it says /j/.
● T: Knowing that, let’s read these words. Back row, read the ge- words aloud together as I point to them.
● T: Middle row, read the gi- words aloud as I point to them.
● T: Front row, read the gy- words aloud as I point to them.
● T: Nice job! What did you notice about all of those words?
● S: They all had a soft g sound.
● T: When g is followed by an a, o, or u, it is a hard g sound. Just like how the hard c works.
● T: So again, let’s read these words. Back row, read the ga- words aloud together as I point to them.
● T: Middle row, read the go- words aloud as I point to them.
● T: Front row, read the gu- words aloud as I point to them.
● T: So, g has the sound of /j/ when followed by an e, i, or y. The g has the sound of /g/ when followed by an a, o,
or u. This is a hard g sound.
● T: Practice reading these words aloud with the person sitting next to you.
● T: When we hear /j/ in a word, we have to decide if it is spelled with a g or j. If the sound is followed by an e, i, or
y, it is most likely spelled with a g.
■ Part 2: Independent work (7 minutes)

● Hand students the practice WS.
● Explain that they will be sorting the words into the right picture, based on the vowel that follows. This will help
them to practice the soft g versus hard g sound.
● Walk around and help students as necessary.
● Have students turn in their practice worksheets.
○ Closure (2 minutes)
■ Have students gather at the carpet after completing their worksheets.
■ Discuss findings: Today we talked about soft and hard g. How is soft and hard g similar to soft and hard c? Listen to
students’ answers and add on to what they are saying.
■ T: So today, we looked at the sounds that the letter g makes. When g is followed by an e, i, or y, it makes a /j/ sound.
When g is followed by an a, o, or u, it makes the /g/ sound.
B. Assessments Used
● Student Responses: Throughout the lesson, there will be a lot of discussion regarding reviewing soft c and we will be tying that
into how it relates to soft g. I will be looking to see if students are able to make connections and if they are understanding when
to use soft g. Because of the connections, I will be expecting students to understand this one similarly to how they understood
soft c. I will be listening to what students are saying and seeing where I need to move my lesson for the next day or if I need to
address any common questions during the lesson.
● Practice Worksheet: This practice worksheet will give students the chance to practice what they have learned in this lesson. This
worksheet is similar to what they did for soft c. It will let me know if I did well covering material for soft g or if I need to continue
spending time on this topic. It will also help me see if the students met their objectives.
○ For students with special needs, they may need additional assistance with the practice worksheet from either myself, a
paraprofessional, or another student in the class. It could also be beneficial to have pictures alongside the words to help
with reading and understanding the material.
○ The pictures could also be beneficial for students who are not meeting expectations. Again, I will be walking around to
support students and help them with any questions they might have. They are also welcome to work with other students
for assistance.
○ For students who are exceeding expectations and get done early, I will tell them to come up with as many words as they
can that use the same spelling patterns that we’ve been practicing so that they continue to work on the skill.
○ N/A
D. Resources
Lesson Plan 5
Date: 2/27/24
Time: 12:10-12:30 p.m.
● Yesterday’s lesson went well! Students were engaged because they were able to make connections that they saw from soft c. It
was a long time and a lot of information given to them on the carpet, and not a lot of work time. I probably could have broken that
up into two days. However, after examining students’ worksheets and observing them, they seemed to do well, despite that there
was a lot of information at once. Students had been doing a lot of sitting for these lessons, so I wanted to introduce an activity
today that allowed them to have fun, play a game, and move around a little bit. It can be hard to do that in these short 20 minute
lessons. Additionally, this activity will help recap what we’ve been learning thus far, and help me to see where students are at in
their understanding of the unit.

Lesson Objective(s)
● I will participate during the whole group lesson by verbally sharing my answers to the review questions.
● I will participate in a Go Fish game and sort my cards with 90% accuracy.
Materials Needed
● Slides 13-14:
● Go Fish Cards: (One set per each group of 4)
https://www.canva.com/design/DAF98In2Dc8/j_iG7qRZetlMvhWkBDqDJQ/edit?utm_content=DAF98In2Dc8&utm_campaign=de
signshare&utm_medium=link2&utm_source=sharebutton

● 2nd Grade
● No ELL learners

● Collaborative Learning Theory - Students will work together in groups to play a review game. The collaborative learning theory
emphasizes that students learn from each other when working together. As the students play this review game, there will be
opportunities for discussion, which allows students to learn from one another.
A. The Lesson
○ getting attention: If you can hear me, clap once. If you can hear me, clap twice.
○ relating to past experience and/or knowledge: Over the past couple of days, we’ve been talking about soft and hard g and
c and when to use them. We’ve looked for patterns and have practiced using those rules and patterns in our reading and
writing! You guys are becoming pros!
○ creating a need to know: Again, it’s helpful for us to know this information because we need to be able to apply it, whether
we are reading or writing.
○ sharing objective, in general terms: Today, we’re going to play a game that lets us practice what we’ve learned so far!

■ Display slide 13 and write in the boxes
■ T: What are the two sounds that c can make?
■ S: /s/ and /k/
■ Write these in the boxes.
■ T: What vowels go with the /s/ sound?
■ S: e, i, y
■ T: What vowels go with the /k/ sound?
■ S: a, o, u
■ Write these in the boxes they match with.
■ T: What are the two sounds that g can make?
■ S: /j/ and /g/
■ Write these in the boxes.
■ T: What vowels go with the /j/ sound?
■ S: e, i, y
■ T: What vowels go with the /g/ sound?
■ S: a, o, u
■ Write these in the boxes they match with.
○ Part 2: Group work (15 minutes)

■ Display slide 14
■ Explain the directions of how to play Go Fish that are listed on the board.
■ Remind students that they will use the skills they’ve learned so far to help them play.
■ Split students into groups of 4 and give them the Go Fish cards.
■ Walk around and help students play as necessary.
○ T: Hands on top
○ S: Everybody stop!
○ T: Clean up your area and meet me back at the carpet.
○ Discuss findings: Today, you got the chance to play a game using soft and hard g and c. What did you notice happening?
How did it go? What patterns did you see on the cards that helped you? Listen to students’ answers and add on to what they
are saying.
○ T: You all did a wonderful job playing and practicing these skills! Tomorrow, we will continue using what we know to build our
knowledge about these letters.
B. Assessments Used
● Observations: Throughout the whole group lesson, I will be listening to see if students are able to recall what we’ve been talking
about over the past several days. Their responses to these questions will help me see if they are ready to move forward after
today or if we need to spend additional time on them.
● Go Fish Review Activity: This activity is a review game of using soft and hard g and c. Students will be sorting their cards into
four categories: soft c, hard c, soft g, and hard g. There will be a variety of different words using these spelling patterns, and in
order to make matches, they will need to be able to identify whether the words are using soft or hard g or c spellings. It is putting
what we’ve learned into real application. As I watch students play this game, I will see if they are able to apply the skills they’ve
been learning or if we need to spend more time on them.
○ For students with special needs, they may benefit by either watching their peers play, or playing a modified version of the
game. For instance, instead of playing Go Fish, they could sort the words into the four categories instead. A
paraprofessional or myself could also help with this.
○ For students not meeting expectations, I could put them in groups of students who are at a similar level to them or slightly
higher. I wouldn’t want to pair them with students too high, as that would be too challenging for them. I will also be walking
around and can assist as needed.
○ For students exceeding expectations, I will expect that they are helping those who aren’t understanding as well. They can
show them why and how they can sort their cards and explain the spelling patterns behind what they are doing.
○ N/A
D. Resources
Lesson Plan 6
Date: 2/28/24
Time: 12:10-12:20 p.m.
● The review game from yesterday was a great way to review the concepts that we’ve been learning over the past couple of days.
The students were certainly engaged in the lesson, as they enjoyed playing a game and having fun with the words. There were a
couple of students who struggled playing the game and had a tough time with not winning. This is something I would like to talk
about at the beginning of a lesson before the game is played. Hopefully, that would remediate any problems. Because we had a
lot of movement yesterday, we are going to be spending a lot of time at the carpet today for the whole group lesson, to recap
what we’ve learned and also introduce some new concepts. To get the students engaged in this, I will plan to implement a lot of
turn and talks, so they all get the chance to share.

Lesson Objective(s)
● I will participate during the whole group lesson by sharing my ideas with the class or with a partner.
● I will make connections with what I already know about “one short vowel in a one syllable word” and verbally apply it to this
lesson with 80% accuracy.
Materials Needed
● Slides 15-20:

● 2nd Grade
● No ELL learners
● Active Learning - As we discuss new topics regarding new endings onto soft g words, students will be participating in discussions
along the way. This is a form of active learning, as it engages students in high-ordered thinking. This also gives students the
opportunity to take charge of their own thinking as they listen and participate.
A. The Lesson **Today was an early release day, so we didn’t have as much time as usual. Only about 15 minutes, instead of our
usual 20 minutes.**
○ getting attention: Show me you’re ready to learn by turning your bodies towards me. All headlights are facing forward.
○ relating to past experience and/or knowledge: Yesterday, we got to practice using soft and hard c and g by playing a
review game! You guys did a great job. I saw you making lots of connections to what we’ve been learning about.
○ sharing objective, in general terms: Today, we’re going to be diving a little bit deeper into using soft g and some other
patterns that we might see when using soft g.
○ creating a need to know: This will be helpful for us to know because it will help us read and write words with soft g.
● Content Delivery (include time allotment & instructional methodologies)

○ Content Delivery (10 minutes)
■ Whole Group
● T: Take a look at these words on the board. What do you notice about the words on the left side of the line?
● S: They all have -age; one-syllable
● T: So you might notice that they have a V_E spelling, which means they have a long a vowel sound. You also
might notice the words are one syllable.
● T: Let’s read these words together.
● Read the words in the first column together aloud. Point as you read.
● T: Great job. Now let’s look at the words on the right side of the line. What do you notice about those words?
● Have students turn and talk with the person next to them. Then discuss.
● S: Two syllables; have -age
● T: So, you might notice that these words have two syllables and still use the V_E syllable, age, at the end of
each word. Do we pronounce it “age” with a long a?
● S: No.
● T: How do we say it?
● S: /ij/
● T: Exactly. In words with two or more syllables that are spelled with -age, we say /ij/, not “age” with a long a.
● Read the words together as you point to them.
● T: Look at these words. Listen as I read them.
● Read the words aloud.
● T: Tell the person next to you what pattern you notice in all of the words.
● S: (various responses)
● T: We use -dge for the sound /j/ after one short vowel in a one-syllable word.
● T: Look at all of these short vowels. We will add -dge to each short vowel on the board.
● T: Let’s see what words we can come up with. Tell the person next to you some beginning letters for each to
create some words.
● S: Potential words:
○ Badge, Madge, edge, ledge, ridge, bridge, dodge, lodge, fudge, judge.
● Write some on the board.
● T: You might notice that none of these words use -dge to spell /j/. That’s because there is an extra consonant
letter within the word.
● T: Are short vowels or long vowels used in these words?
● S: Both.
● T: Right. Some have a long vowel sound and some have a short vowel sound. If you don’t know which one to
use, try both and see what sounds right.
● T: Read these words with the person sitting next to you.
● T: All of these words have ce at the end of the words. What do we know about how the c is pronounced when it
is followed by an e?
● S: soft c /s/
● T: That’s right! Let’s read them.
○ T: There was a lot of information that we covered today, but I think you recognize the pattern without even thinking about it.
○ Discuss findings: What patterns did you see? How do we know when to use -dge? What other spellings do you use in a one
short vowel in a one syllable word? (-ck) Listen to students’ answers and add on to what they are saying.
B. Assessments Used
● Turn & Talks: Students will be asked to make connections to the new content by applying what they know in other areas of
Vowac. They will be able to do this during partner talks. Additionally, these turn and talks give all students the opportunity to
share answers to questions, since they cannot all answer the questions aloud. This will help me see if students will grasp this
concept, since they are already familiar with “one short vowel in a one syllable word.”
● Observations: We introduced a new concept today of -age and -dge endings and how they still make the soft g sound. This is
adding on to what we already know about soft g /j/. My observations of what students are responding to and participating in helps
me to see where I should take the lesson next.
○ For students with special needs, it may be beneficial to have these notes printed out or have them sitting next to a peer
who can show them how to actively participate in the class discussion, especially during partner talks.
○ For students not meeting expectations, they may benefit by doing their partner talks with someone who can assist them in
better understanding the material. Additionally, they may need to be called on more frequently to ensure they are paying
attention to the material.
○ For students who are exceeding expectations, I will follow-up some of my questions with deeper thinking/higher-order
thinking tasks, like: Why do you think that? Where else have you seen this pattern before? Can you think of some
examples?
○ N/A
D. Resources
Lesson Plan 7
Date: 3/1/24
Time: 12:10-12:30 p.m.
● Yesterday was a lot of information given at once, but we didn’t have a lot of room to have movement or other activities within the
lesson because it was an early release day. Therefore, today to keep students engaged, we will do a bit of whiteboard work
because the students love writing on whiteboards. This will give me a chance to do a formative assessment of what they know
and they will have fun doing it and practice what they’ve learned. If I see students struggling, I will remediate with reminding
students of what we have learned or potentially spending another day working on those skills.

Lesson Objective(s)
● I will participate during the whole group lesson by sharing my responses to the review questions.
● I will write down the correct spellings of soft g and c on a whiteboard with 80% accuracy after the lesson
Materials Needed
● Slides 21-22:
● Student whiteboards, markers, and erasers

● 2nd Grade
● No ELL learners
● Social Learning Theory - Students will engage in partner talks to discuss and recap what they have learned so far. Students will
take what they know about the topic and share it with someone around them during partner talks or whole group discussions.
They will also listen to each other’s ideas, which shows collaboration.
● Hands-On Learning - Students will be applying what they know and have learned by using whiteboards to show their
understanding of the patterns we’ve learned about. Actually writing it out and doing it themselves can be shown to help them
remember the information better.
A. The Lesson
○ getting attention: If you can hear me, touch your head. If you can hear me, touch your nose. If you can hear me, touch your
shoulders. If you can hear me, put your hands in your lap and face your bodies towards me.
○ relating to past experience and/or knowledge: Yesterday, we learned a lot about the sounds that g makes and certain
spelling rules that apply. We talked about -dge and -age endings. We’ll talk about that again today, and then you’ll get to try
spelling some words.
○ creating a need to know: It’s important for us to learn these rules because they are not typical spelling patterns that we
hear. We don’t hear the “d” in -dge words, but we know that it’s there. So, when we go to spell a word or read a word with that
ending, we know how to read or spell it the right way.
○ sharing objective, in general terms: Today, we will review those endings and then you can show me what you know by
writing some words down on your whiteboards.
● Content Delivery (15 Minutes)

■ T: Let’s recap what we’ve learned so far.
■ T: What do we know about soft c?
■ S: pronounced /s/ and the c is followed by an e, i, or y.
■ T: What do we know about soft g?
■ S: pronounced /j/ and the g is followed by an e, i, or y.
■ T: What do we know about when we use -dge?
■ S: used after a one short vowel in a one syllable word.
■ T: Let’s read these words. Back row, you read the words under Group 1.
■ Middle row, you read the words under Group 2.
■ Front row, you read the words under Group 3.
■ Let’s all read the words under Group 4.
○ Part 2: Independent Work (10 minutes)
■ Have students grab whiteboards, markers, and erasers and go to their desk spots.
■ Read words aloud to students and have them practice writing them.
■ If needed, pause in between words and discuss why the spelling is the way that it is.
■ Emphasize why you are using certain spellings.
■ Use the following words/Pull from these words:
● Fudge, dodge, budge, edge, pledge, judge
● Cage, page, range, large
● City, twice, pencil, center, place, Cindy
○ Have students put away their materials.
○ Discuss findings: What types of spellings did you notice? How did you know when to use what spellings? Listen to students’
answers and add to what they are saying.
○ T: Today, we talked about the sounds that g can make and how we spell and read those words. When do we use a soft g
sound?
○ S: When g is followed by an e, i, or y, it makes a /j/ sound.
○ T: Great! When do we use a -dge ending?
○ S: After one short vowel in a one-syllable word!
○ T: When do we hear -age with a long a sound versus /ij/?
○ S: A one syllable word (for the long a sound) and a two or more syllable word (for the /ij/ sound).
B. Assessments Used
● Whiteboard Practice: Because we spent the whole time yesterday at the carpet reviewing (because it was an early release day) I
chose this formative assessment because this gives the students a chance to move around and apply what they’ve learned.
Additionally, it helps me to see student responses to spelling the words correctly using soft g and c patterns that we’ve learned.
From this assessment, I will see if we need more time to practice this skill or if students understand.
○ For students with special needs, this lesson could be adapted slightly. These students may benefit by sitting next to a
partner who can help them write or they can be paired with an aide who can also help them write on their boards.
○ For students not meeting expectations, I will be walking around to help as needed.
○ For students who are going above expectations, it will be helpful for them to look at others around them and see if they
can help those who are struggling. They would be expected to not tell them the right answer, but help explain why or how
that is the right answer.
○ N/A
D. Resources
● Adapted from the VoWac Curriculum: Unit 19 - Page 182
Lesson Plan 8
Date: 3/4/24
Time: 12:10-12:30 p.m.
● Yesterday’s lesson went well! Those rules are difficult to remember sometimes, but overall, they did a great job using their
whiteboards to spell. When I saw a few of the same spelling errors, I made sure to discuss those words with everyone together.
By the end, most students were getting those right. I really emphasized “one short vowel in a one syllable word” for the -dge
spelling. They have heard this before in spelling words with a -ck ending, so it wasn’t difficult for them to grasp that phrase. For
the review activity today, I made sure to include a lot of different -dge endings, so that would be some additional practice for
them. The students enjoyed our last game activity, so I thought doing another game for a review would be a good way for them
to review and still be engaged.

Lesson Objective(s)
● During the whole group lesson, I can participate and share my answers to the review questions being asked.
● With 90% accuracy, I can answer the review questions regarding soft and hard g and c correctly on the Kahoot game.
Materials Needed
● Kahoot Link: https://create.kahoot.it/share/soft-and-hard-c-and-g/ce1be7cf-7e29-4c28-9acf-d0283b4b6295
● iPads/Computers for each student

● 2nd Grade
● No ELL learners
● Collaborative Learning Theory - Students will work together in pairs to play a review game of what they have learned. The
collaborative learning theory shows that students learn from each other when working together. As the students play and
participate in this review game together, there will be opportunities for discussion, which allows learning to take place.
A. The Lesson
○ getting attention: T: Tootsie Roll, Lollipop; S: We were talking, now we stop.
○ relating to past experience and/or knowledge: You all have been doing an excellent job with learning about and practicing
soft and hard g and c. I have seen so much growth! So, over the past several days, we have been learning about different
spelling patterns to help us learn when and where to use or read soft and hard g and c sounds.
○ creating a need to know:
○ T: Can anyone remind me why it’s important that we learn this?
○ S: Because it will help us to read words and spell words with soft and hard g and c.
○ T: Exactly! Just like with any other lesson you’ve learned in VoWac, it’s helped you to read and write!
○ sharing objective, in general terms: Today, we are going to do a quick review of what we have been learning about so that
you feel prepared to take the quiz tomorrow.
● Content Delivery
○ Partner Work (20 minutes)
■ Assign each student a partner (Kahoot doesn’t allow more than 10 players to play on the free version)
■ Have one student in each partner group get out their iPad.
■ Display the Game Code on the board so students can join.
■ T: We’re going to play a game of Kahoot to review what we’ve learned. You will work together with your partner to
decide the right answer.
■ T: This Kahoot covers soft and hard g and c. It’s all of the things we have been learning about. Nothing new will
appear.
■ T: Before we start, let’s review what we know. When do we use soft c sound?
■ S: When the c is followed by an e, i, or y.
■ T: Good! When do we use the soft g sound?
■ S: When the g is followed by an e, i, or y.
■ T: When do we use the ending -dge?
■ S: When it’s after a one short vowel in a one syllable word.
■ Start the Kahoot game. Look to see where mistakes are made and discuss them.
○ At the end, recap any questions that students struggled with and discuss what the right answer is and why.
○ Discuss findings: What did you notice about those questions? What ones did you struggle with? What ones do you feel
good about? Add on to student responses.
○ T: As I was walking around, I saw a lot of good things! Nice work on this, friends! Remember that tomorrow, we will be doing a
quiz over this same stuff.
B. Assessments Used
● Kahoot Game: Students enjoyed playing the other review game activity of Go Fish. So, I thought I would add in another review
game to help students remember what we’ve learned in this unit. This review game is a great way for me to see if students are
ready to take their post-assessment today or if I need to do another day. I will be able to see how students are doing because I
can look at the screen and see how many students answered the questions correctly.
○ For students with special needs, it may be helpful to have them paired up with someone who can assist them during the
review game. A paraprofessional could also be an aide to the student. It may be helpful for them to also be closer to the
board so they can see the words and pictures clearly.
○ For students not meeting expectations, it may be beneficial to stand by them during the game. I could help walk through
some of the answer choices and hear where their thoughts are at. I wouldn’t want to pair them up with somebody who
knows all of the information really well, because I still want them to be able to try for themselves. So, it could be helpful to
pair them with another student who is at a similar level as they are.
○ For students exceeding expectations, I may try to challenge them by asking them why the other answers aren’t correct,
rather than telling me why the one answer is correct. This will promote deeper thinking and allow them a task to complete
if they finish early.
○ N/A
D. Resources
● Kahoot Website: https://create.kahoot.it/share/soft-and-hard-c-and-g/ce1be7cf-7e29-4c28-9acf-d0283b4b6295
● Adapted from the VoWac Curriculum: Unit 19 - Page 182 (continued)
Lesson Plan 9
Date: 3/5/24
Time: 12:10-12:30 p.m.
● The review activity from yesterday went really well! I would say I only had a few students answer the Kahoot questions wrong.
They did a fabulous job practicing and applying the skills that they have been learning throughout the semester. The students
were actively engaged in the lesson because it was in a game format. I will have to remember that for activities in the future. The
only slight issue was that I wasn’t able to see everyone’s individual work because they were in partners. When I made the
Kahoot, I didn’t realize that there was a limit on how many students could play. Because of that, I had to pair them up. Next time,
I will look for a different resource that lets everyone play. They answered almost all of the questions correctly, so I feel confident
that we can take the post-assessment test today, rather than spending more time on the content.

Lesson Objective(s)
● I can write down my answers to the prompts given to me on the post-assessment regarding soft and hard g and c with 95%
accuracy.
Materials Needed
● Post-assessment & Teacher Key: VoWac - Pre & Post Assessment & Teacher Key

● 2nd Grade
● No ELL learners
● Direct Instruction - Before taking the post-assessment, students will gather at the carpet for a brief direct instruction. Here, we
will actively discuss and talk about everything we have learned in this unit. This helps all students to learn and feel prepared with
the same material.
A. The Lesson
○ getting attention: If you can hear me clap once. If you can hear me, clap twice.
○ relating to past experience and/or knowledge: So, for the past eight days, we have been talking about soft and hard g and
c, and you all are doing a fabulous job with that! The review game yesterday went well and I can see that you have learned a
lot!
○ sharing objective, in general terms: Today, we are going to do a quick review of what we have been learning about, and
then we will be taking a quiz. It’s the same one you took at the beginning. The reason I do this is so that I can see how much
you have learned!
○ creating a need to know: You need to be able to apply all that you’ve learned during VoWac to this assessment today so
that I can see what you know.

○ Part 1: Whole Group (3 minutes)
■ Quickly recap what students have been learning.
■ T: What do we know about the two sounds that c can make?
■ S: /s/ and /k/
■ T: How do we know when to use /s/?
■ S: When the c is followed by an e, i, or y.
■ T: How do we know when to use /k/?
■ S: When the c is followed by an a, o, or u.
■ T: Good work. Does it do the same thing for soft and hard g?
■ S: Yes. It is the same.
■ T: When do we use the ending -dge?
■ S: After one short vowel in a one syllable word.
○ Part 2: Post-Assessment (17 minutes)

■ Explain to students that they will be taking a post-assessment.
■ Have them spread out around the room.
■ T: A post-assessment helps me to better understand what you’ve learned over the unit. You’ll notice that it is the exact
same as the pre-assessment. That’s so I can see if you get any answers right that you didn’t already know.
■ T: Any questions before we start? Do your best!
■ Pass out the post-assessment and read through the prompts as needed.
○ Wait until all students have completed the assessment. It is short, so it shouldn’t take long.
○ They can turn their assignments into the red basket.
○ For students who didn’t finish, have them go into the hallway to get it done.
○ T: I noticed a lot of great responses! Good work on this, friends! I’m excited to see your growth.
○ Have students return back to their normal seats.
B. Assessments Used
● Post-Assessment: I used the same assessment as the pre-test. I figured this would give me the chance to really see where
growth was made. After examining their pre-assessment and the post-assessment, I noticed that students did a much better job
than they did the first time and a lot of growth was made!
○ For students needing additional help with reading some of the words, the teacher can help read those aloud. The only
words that cannot be read aloud are the ones on the back side with the sorting. That is because they need to use what
they’ve learned about spelling patterns to know if the letters c and g are soft or hard. If a teacher reads those aloud, they
will know automatically whether they are soft or hard.
○ For students exceeding expectations and getting done early, I had them go back and double-check all of their answers. I
will remind them that this is a test and they need to make sure they feel confident in their work.
○ N/A
D. Resources
● Kahoot Website: https://create.kahoot.it/share/soft-and-hard-c-and-g/ce1be7cf-7e29-4c28-9acf-d0283b4b6295
● Adapted from the VoWac Curriculum: Unit 19 - Page 182 (continued)
Analysis/Recommendations
Student Pre-Assessment Pre-Assessment Post-Assessment Post-Assessment Notes

Number Score (Out of 33) Percentage Score (Out of 33) Percentage
1 N/A N/A N/A N/A Not in the classroom at this time
2 23 69.7% 31 93.9%
3 30 90.9% 30 90.9%
4 13 39.4% 22 66.7%
5 28 84.8% 30 90.9%
6 33 100% 33 100%
7 29 87.9% 31 93.9%
8 N/A N/A 33 100% Absent for pre-test
9 27 81.8% 32 97.0%
10 25 75.8% 29 87.9%
11 33 100% 33 100%
12 26 78.8% 32 97.0%
13 30 90.9% 33 100%
14 24 72.7% 32 97.0%
15 22 66.7% 27 81.8%
16 26 78.8% 32 97.0%
17 18 54.5% N/A N/A Absent for post-test
19 31 93.9% 31 93.9%
21 31 93.9% N/A N/A Absent for post-test
23 28 84.8% 32 97.0%
24 30 90.9% 31 93.9%
Analysis:
Pre-Assessment
When students first took the pre-assessment, I noticed a few things that helped guide where I wanted to focus during this lesson, as well as some
patterns between scores. I noticed that around forty percent of the class earned an eighty-five percent or higher on their pre-test, which told me that
there were likely specific skills within the unit that needed to be addressed. I also noticed that two students scored less than a fifty percent on the
pre-test, which told me that I needed to focus on those students a little bit more and spend some additional time with them. That could mean being
near them during practice activities or calling on them often during the lessons. As I examined the pre-assessments, I noticed that many students
got similar questions wrong. One pattern that I noticed students struggling with was the -dge spelling pattern. Although soft and hard g and c are
touched on in first grade, I am assuming that -dge was not covered as deeply. Additionally, another common mistake was not being able to correctly
sort uncommon words, like “stag” and “Margy” into the correct soft or hard category. I think this is likely because students recognize some of the
other words and automatically know what they say because they have seen the words many times before and have become familiar with them.
However, those uncommon words really make students focus on the specific spelling patterns. Because I noticed these items, I tried to cover them
more intensely during the lessons. One thing that I wanted to note was that, when grading these pre-assessments, I only took points off of their
spelling if they incorrectly used the soft and hard c or g spelling patterns. Any other spelling error was not accounted for, as that is not what I was
testing.
On-Going/Formative Assessment
I conducted a variety of on-going/formative assessments throughout the unit. The worksheets that I collected were beneficial because they helped
to show me that the students were understanding the foundation of the material, as they dealt with simply sorting soft and hard g and c words. I was
also able to see students collaborate during this. This helped me to see who needed help and who was doing the helping. The whiteboard practice
activities were a great way for me to see if students were able to apply what they’ve learned. They actually had to take what they know and use it to
spell words. This was a great way for me to see if students have grasped the foundation of soft and hard g and c words or if I needed to touch on
those spelling patterns again. This activity helped me to see whether or not I should move forward. The review games (Go Fish and Kahoot) were
also helpful to me, as I was able to see student progress in an application mode. In the Go Fish game, they needed to be able to apply what they
knew midway through the unit. This helped me to see where I should spend more time and review and where I could move forward. The Kahoot
game before the post-assessment helped me to gather information about whether we were ready to take the assessment or if we needed an
additional day or two to continue through the lessons. Because students were scoring above ninety percent, I chose to move forward with the
assessment.
Post-Assessment
After conducting the post-assessment, I noticed a couple of things. First, none of the students did worse on the post-assessment than the
pre-assessment, so that is good! Second, I noticed that two students (excluding the ones who score 100% both times) maintained the same score
from the pre-assessment to the post-assessment. Student Number 19 made the exact same mistakes on both assessments. This tells me that I
maybe didn’t touch on this enough, however, I do remember spending time practicing spelling one of the words that was missed. Maybe I could
have emphasized that point more clearly. Student Number 3 improved in one area, when spelling the words correctly on the post-assessment that
were not spelled correctly on the pre-assessment, but then made a mistake in sorting the words, which caused points to be lost. Another thing that I
noticed was that all but two students scored above a ninety percent on their post-assessments! Student Number 4 scored a 66.7% on the
post-assessment, however, this student made a 27.3% increase from the pre-assessment - the scores still improved! Student Number 15 scored an
81.8% on the post-assessment, but made a 15.1% increase from the pre-assessment, which also shows improvement.
Recommendations
One thing that I thought went well during this lesson was doing whiteboard practice. I liked this activity because it showed me what students were
able to apply from the lesson. It was informal, but beneficial. Students also enjoyed it because they like writing on whiteboards. It was also a chance
for me to make adjustments in my teaching at the moment. For instance, if I noticed a common error amongst students when spelling a word, I
might make that into a teaching moment or add in an additional word that is similar for more practice.
One challenge that I faced was during the Go Fish activity. It was a little bit of a difficult game for some students to grasp. I felt that we spent more
time learning how to play the game than actually playing it. Once it was started, many students did well with it, but some still struggled. Another
difficult part of this game was that I couldn’t see everyone playing because I was walking around and helping. When I got to a group, it was only one
person’s turn at a time, so I didn’t get to see everyone.
The timeline of this unit plan was also a challenge. Because this concept was introduced in first grade, many students already had a good idea
about what they were doing. They were able to pull some of that knowledge from first grade and apply it here. Because of that, many of my lessons
did not take as much time as I thought because the students understood relatively quickly. This resulted in me having to move my timeline around to
fit the needs of my students, which is why it was only nine lessons. If I wanted to make it longer, I probably could have included more games or
activities that had students practicing the skills.
I had an abundance of materials and resources to work with! The curriculum was very helpful and provided me with the assessments and some
additional practice activities and slides, if I wanted to use them. I did not use them all, but I did pull some and adjust them to fit what I wanted. I did
create some of my own resources, like the Go Fish game and the Kahoot review game. The Go Fish game I created on Canva and printed out and
cut. The Kahoot game questions I pulled from the curriculum to help review for the assessment. My cooperating teacher was also a big help
regarding any questions I had.
Student Work Samples

Below Average Student: Below Average Student
Average Student: Average Student
Above Average Student: Above Average Student
Sample Report/Letter
Dear 2C Families, 3/6/2024
I hope you are all doing well. As you may know, our class has spent the last couple of weeks discussing and developing the skills of using
Soft and Hard G and C. Your children have worked really hard and have participated in many activities, games, and practice opportunities to
develop this skill. I am so proud of them and would like to share with you some of the results from our last assessment.
At the beginning of the unit, students took a pre-assessment before learning any of the material in this unit. This was for me to see where
students are already and to help guide where I should take this unit. I analyzed what students already knew, where common mistakes were made,
and what areas I should spend additional time in. The class average on our pre-assessment on February 20th was 80.86%. The class average on
our post-assessment on March 5th was 93.27%. We had a 12.41% improvement from the beginning of the unit to the end - that’s fabulous!
Throughout this unit, students engaged in a lot of different activities to practice Soft and Hard G and C skills. We did a variety of whiteboard
spelling practices, where students were able to practice spelling words on their individual whiteboards. We also did several different games,
including a Go Fish game and a Kahoot game. The Go Fish game allowed students to sort their cards based on the spelling patterns we had been
learning to try and create “matches” to win the game. During the Kahoot game, students were paired up with another student and worked together
as a team to answer the questions quickly and accurately.
I appreciate your time in reading this letter and letting me express the gratitude I have for working with your children! I am so proud of them
and all of their hard work!
Sincerely,
Mrs. Peters

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Unit Goal(s), Objectives (I can statement) & Assessments

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Content Delivery 15 minutes

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

● Content Delivery (15 minutes)

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

● Content Delivery (15 minutes)

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

○ Content Delivery (15 minutes)

■ Part 2: Independent work (7 minutes)

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Content Delivery (15 minutes)

○ Part 2: Group work (15 minutes)

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

● Content Delivery (include time allotment & instructional methodologies)

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

● Content Delivery (15 Minutes)

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

● Content Delivery (20 minutes)

○ Part 2: Post-Assessment (17 minutes)

Student Pre-Assessment Pre-Assessment Post-Assessment Post-Assessment Notes

1 N/A N/A N/A N/A Not in the classroom at this time

8 N/A N/A 33 100% Absent for pre-test

17 18 54.5% N/A N/A Absent for post-test

18 N/A N/A N/A N/A Not in the classroom at this time

20 N/A N/A N/A N/A Not in the classroom at this time

21 31 93.9% N/A N/A Absent for post-test

22 N/A N/A N/A N/A Not in the classroom at this time

Student Work Samples

Dear 2C Families, 3/6/2024

as a team to answer the questions quickly and accurately.

and all of their hard work!

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