Lesson Plan 2

Lesson Plan 2 Template
Teacher Candidates:
Hannah Bakies
PLAN
1. Activity Title & Source, &

description of activity:
Word Family Open Sort

Words Their Way
They will explore word families by sorting them into
categories determined by the student.
2. Class description &

Differentiation: Describe the important
characteristics of the students that need
to be considered in planning & teaching
to facilitate learning for all students.
Students' prior content knowledge,
language development, social &
emotional developments, special
needs
Include how you differentiate your
instruction based on this
information
3. Common Core ELA Standards:

Identify strand, grade, number (e.g.
RL4.3) & include entire standard.
Our group is made up of three, second grade girls. We have

zero students who are currently on IEPs . We assessed all
students with the primary spelling analysis inventory to
determine they are in the Early/Middle Within Word Stage;
therefore the instruction we will focus on will be based on
this particular learning level with little to none
differentiation. However, the emotional and social levels
vary from each particular student. For example, Riley
suffers from high anxiety during testing, while Olivia is
rather quiet in the class setting and Savannah is very social.
These students should be tested through small group
activity. All students have prior knowledge of CVC
words, short vowels, digraphs and blends; however, theyre
still developing language skills of syllables/affixes and
inflectional endings.
RF.2.3 - Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Distinguish long and short vowels when reading
regularly spelled one-syllable words
b. Decode regularly spelled two-syllable words with
long vowels
d. Decode words with common prefixes and suffixes
4. Student Learning Objective

(central focus): ABCD
Audience: Who (the student)
Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome
Students will be able to sort fifteen word cards into selfdecided

categories based on their word families at an accuracy level
of 80%, or 12 out of 15 words.
5. Instructional Materials,
Equipment & Technology: List all of
the texts, materials & technology the
Words Their Way

List of 15 Words pg 353 list 24
New, chew, drew, dew, few
teacher & students will use during the

lesson, including titles & sources (Cite
creator of materials. Where appropriate,
use "Lesson plan or activity adapted
from _____)
Day, say, may, play, pay

Mind, kind, blind, find, grind
6. Academic Language: What literacy

terms will you use to help the students
understand the reading strategy? Use
terms from the strategy & the standard
(e.g., predicting, connections, decoding,
etc.)
Word family, blends, digraphs, prefix, suffix, long and short

vowel
7. Key Vocabulary: List the

vocabulary from the text/strategy that is
at the students instructional &
frustration level.
Dew, drew, pay
-Individual word cards (coins)

-Activity sheet for category sorting (three pots of gold)
-Scissor
ENGAGE & INSTRUCT

Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan in the procedures below. Describe exactly what you & the students will do during the
lesson & how you will scaffold their learning. Please use a numbered or bulleted list.
In planning your lesson, think about:
The complete step-by-step directions & scaffolding you will provide
What kinds of questions you plan to ask
8. Opening: Elicit students prior
knowledge about concept & strategy in
multiple ways (not just questions).
T: Argh Maties, today were going on a treasure hunt! Have

you ever gone on a treasure hunt before? Student Replies
What is something you find on a treasure hunt? Student
Replies.
T: Awesome! On my treasure hunt I found these special
gold coins with words on them. I cant figure out which
gold coins go into which three pots. Can you figure out
how to fill the pots of gold with our word coins? It is up to
you to decide and find where the pieces of gold go! Are
you up for the quest? Student Replies. Lets begin matey!
Teacher Modeling: This should

describe how you alone will demonstrate
the entire strategy to the students (no
participation from students)
T: Watch me, I am going to turn over these word coins. I

look over and read coins out loud. I will now think about
how to sort these word coins into the three pots. Hmm I
wonder which words are similar and can go in the same
pot. Move word coins around trying to find similarities. I
wonder if the word day and play would be in the same pot.
There are some words that are different from others too.
Move word coins around trying to find differences. Now
lets get started to determine what coins belong in what
pots. (Model how the student should approach the sorting
without explicit instruction)
Guided Practice: During this part of the

lesson, the teacher and the students
practice together. You will assist the
students, takes turns & participate along
with the class.
T: Now lets try this together! Teacher has all word coins
facing up for students to read. We are going to use the word
coins and sort them into the three pots.. Teacher picks up
one coin from the mix and says the first word dew. What
does dew mean? Student explains meaning of the word.
Where do you think this word goes? Lets work together to
determine where dew will go. Student places dew
coin in a pot.
T: Very good! Do you see any other word coins that would
fit in the same pot as dew? Student places another word
coin from the same word family in the same pot as dew
and explains the word. T: Great! Now lets find the word
coin with pay on it. Do you know what the word pay
means? Student replies. Right! So do you think this coin
would fit in the same pot as dew or word they picked or
do you think it will fit in a different pot? Student places
pay word coin in a different pot.
T: Very good!
Independent Practice: Release the

students to demonstrate their ability to
complete the activity alone. Include
complete directions that explain what
students must do to complete the activity.
T: Now its your turn to sort the rest of the word coins by
yourself! Just like we practiced together, you will pick up
each word coin and determine which of the three pots it
will go in. Students begin to determine words and teachers
correct mistakes as they go along by encouraging self
correction and asking what sound they are hearing in a
word they are placing incorrectly.
9. Closure: How will the students

demonstrate their ability to meet the
objective, including how you will
measure & document this ability?
T: Nice job! Lets come back together. Can you tell me

what you put in the first pot and why you picked these
words to go there?
Student tells words, identifies words and explains their
thought process.
T: Great! Which words did you put in the second pot? Why
did you put these words together?
Student tells words, identifies words and explains their
thought process.
T: Which words did you put in the third pot and why?
Student tells words, identifies words, and explains their
thought process.
T: Do you notice any patterns in the words you placed
together?
Student responds,
T: How do you think this activity relates to word families?
Student responds
T: Great job! You sorted the gold coins into the correct
word family pots! Thanks for completing our quest!
ASSESS
10. Assessment Strategies
Target-Assessment Alignment Table
How you will document the students

ability to meet the objective. (Degree)
List quizzes, rubrics, handouts, or any
additional documentation related to your
assessment.
Formative: Measures process/progress
toward mastery of target(s)
Summative: Measures
outcomes/achievement of target(s)
Objective
Degree
What must the

student know & be
able to demonstrate?
In this space, describe how you

will assess (F&S) whether
students have met this objective.
Formative: OR
Summative:
Formative
Students will be able to

sort fifteen word cards
into self-decided
categories based on
their word families at
an accuracy level of
80%, or 12 out of 15
words.
If the students sort word coins

into the correct pots with 80%
accuracy, their knowledge of
and comfortability with word
families will be known.

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Lesson Plan 2 Template

1. Activity Title & Source, &

Word Family Open Sort

2. Class description &

3. Common Core ELA Standards:

Our group is made up of three, second grade girls. We have

4. Student Learning Objective

Students will be able to sort fifteen word cards into selfdecided

Words Their Way

teacher & students will use during the

Day, say, may, play, pay

6. Academic Language: What literacy

Word family, blends, digraphs, prefix, suffix, long and short

7. Key Vocabulary: List the

Dew, drew, pay

-Individual word cards (coins)

ENGAGE & INSTRUCT

T: Argh Maties, today were going on a treasure hunt! Have

Teacher Modeling: This should

T: Watch me, I am going to turn over these word coins. I

Guided Practice: During this part of the

Independent Practice: Release the

9. Closure: How will the students

T: Nice job! Lets come back together. Can you tell me

10. Assessment Strategies

Target-Assessment Alignment Table

How you will document the students

What must the

In this space, describe how you

Students will be able to

If the students sort word coins

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