Tiffany Reynolds

Bluefield State College

Technology Lesson Plan from Student Teaching
Name: Tiffany Reynolds Date: February 10th, 2016
Friday
Subject: Reading, Spelling, Grammar Topic: Unit 4 Look Again
Lesson 3
Grade: 2nd grade Length of Lesson: 1 hour 30
minutes
Introduction (Essential Question): The students show comprehension of the
story of the week, the vocabulary of the week, phonics and fluency of the week, and
the grammar, usage, and mechanics of the week.
Standard (s): 2.7 The student will expand vocabulary when reading
d) Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.
e) Use vocabulary from other content areas.
2.5 The student will use phonetic strategies when reading and spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode
and spell words.
2.7 The student will expand vocabulary when reading.
b) Use knowledge of prefixes and suffixes.
d) Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.
2.6 The student will use semantic clues and syntax to expand vocabulary when
reading.
b) Use knowledge of sentence structure.
Goal(s):

Review /oo/ spelled oo

Review the prefixes dis- and un-
Review the selection vocabulary words
Review conjunctions and compound sentences
Review the spelling words

Specific Objective(s): About 85% of the students will be able use the material
that has been taught throughout the week.
Method(s): Review prefixes, compound sentences, conjunctions and vocabulary for
direct instruction, give examples of prefixes, compound sentences, and conjunctions
for the guided practice, bell work for independent practice, and reading test and
spelling test for assessment.
Materials: (including technology, internet sites) Bell work worksheets,
Reading Test, and Spelling City
Direct Instruction: For the direct instruction, I reviewed prefixes, compound
sentences, conjunctions, and the vocabulary from the story. I reviewed the prefixes
dis- and un- by explaining what they mean and how they can be used in words. I
also reviewed prefixes by explaining that prefixes are in front of the root word. I
reviewed conjunctions by naming off the three main conjunctions, which were
"and," "but," and "or." I reviewed compound sentences by explaining that compound
sentences are sentences that are created by joining together two sentences with a
conjunction. I also explain to them that a comma is placed before the conjunction in
compound sentences. I reviewed the vocabulary words by asking the students what
each word meant. Most of the students did well with this.
Guided Practice: For the guided practice, I gave examples of prefixes, compound
sentences, and conjunctions for the students to identify. I would give the students
words that have the prefixes dis- and un- and the students have to either identify
the prefix in the words or the root word in the words. With conjunctions and
compound sentences, I will give the students sentences and they have to identify
the conjunctions in the sentence. Also with the sentences, the students have to
identify if the sentence is compound or not. If the sentence is compound, I ask the
students to tell me the two sentences that are on each side of the conjunction.
Differentiation: With below level students, I help them navigate through their test.
For example, with Christina I noticed that once she finishes a page she goes off into
her own world and that is when I, the teacher, come up to her and get her to flip to
the next page. I have noticed that this does help because she has been completing
her tests on her own now. The children that are in the special education program go
with the special education aide to have their reading test read out loud to them.
** Lesson Closure: The main objective for this lesson is just review all of the
material from the week; including the vocabulary, phonics, prefixes dis- and un-,
conjunctions, compound sentences, and spelling words. For the direct instruction,
the teacher reviews all of the goals from the week. For the guided practice, the
teacher and students do a couple of examples from each learning goal from the
week. For the independent practice, the students will complete a bell work
worksheet on compound sentences and conjunctions. For the assessment, the
students will complete their reading test and spelling test. The material for this
lesson are the bell work worksheets, reading test, and Spelling City.
Independent Practice: For the independent practice, the students are given
worksheets on compound sentences for bell work. On one sheet, the students have
to identify sentences as compound or not compound. On the other sheet, students
are given two different sentences and a conjunction word. With the two different
sentences and conjunction word, the students have to create one sentence by
putting the sentences and conjunction together.
Assessment: Evaluation of Lesson (objectives met?) For the assessment, the
students have a spelling test and a reading test. The spelling test is taken on the
computer on a site called Spelling City. The only students that have to take the
spelling test on this day are the ones that have not got a one hundred and two on
their test on Thursday. If a student did get a one hundred and two on the test
already, they can play games on the computer. This is the final grade the students
can have on this test. With the reading test, the test is on their story of the week
which is called "How to Hide an Octopus and Other Sea Creatures." With this test,
the students are tested on the vocabulary, comprehension, and grammar, usage,
and mechanics of the story and lesson of the week. During this reading test, the
students are allowed to use their book and reading notebook to answer the
questions.
**Lesson Reflection: Even though I had reviewed with the students the material,
they still did not do their best on the reading test. I believe next time, I will review
with the students after the test as well in order to see if they really knew the
answers on the test and just did not put the correct answer on the paper or if they
actually did not know the material.