Name: Rebecca Glick Grade/Subject: Second Grade Reading Date: 4/18/24

1. Texas Essential Knowledge and Skills (TEKS): (C2)

110.4. English Language Arts and Reading, Grade 2, Subchapter A. Elementary, §110.4. English Language Arts and
Reading, Grade 2, Revised August 2022, (C2) Reading/Beginning Reading Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns, and morphological analysis to decode written English.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
In this lesson, students will focus on developing their phonics skills, specifically by understanding the relationships between letters and
sounds, spelling patterns, and morphological analysis. Through various activities, students will enhance their ability to decode written
English more effectively.

3. SMART By the end of the lesson, students will be able to:

Objective(s): (C3) o Identify common spelling patterns to decode words.
o Apply morphological analysis to understand the meaning of unfamiliar words.
o Recognize the correspondence between letters and sounds in written English.
Essential Question: Essential Question: How does understanding the connections between letters and sounds help us become
better readers?

4. Central Focus This lesson will emphasize the importance of phonics skills in reading comprehension. By
(C4) exploring spelling patterns and morphological analysis, students will deepen their understanding
How will this lesson link of how letters and sounds work together in written English.
with other lessons in the
unit?

Learning Targets
I CAN statements that o I can identify and use common spelling patterns to read words.
Clearly show alignment o I can break down unfamiliar words using morphological analysis.
with TEKS o I can recognize the sounds that different letters make in written English.
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Identify, apply, recognize, demonstrate
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in o Spelling patterns: Patterns of letters that occur frequently in words (e.g., -at, -ing).
meaningful ways. o Morphological analysis: Breaking down words into meaningful parts, such as prefixes,
suffixes, and root words.
There are 4 language o Letters and sounds: Understanding the relationship between individual letters and
demands to consider as the sounds they represent.
you require students to
read, write, speak, listen, Discourse (Structures of written and oral language, how will they talk, write, and participate in
demonstrate and perform. knowledge construction: discussions, reports, essays, multi-media presentations, performance):

Whole class discussions, partner activities, guided practice, independent practice

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Sentence frames, word sorts, interactive games, guided reading activities

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Utilize sentence frames and word sorts to practice identifying spelling patterns and applying
representations, and morphological analysis.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Word sorts: Sorting words based on common spelling patterns to identify similarities and
practice the concepts and differences.
language they need to
learn within the
discipline 2. Interactive games: Engaging activities to reinforce understanding of letters and sounds.

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write:
Partners share exercises to practice applying phonics skills in context.
-Talk:
Whole class discussions: Sharing observations and discoveries about spelling patterns and
morphological analysis.

Syntax - (GO TO Page)

1. Sentence frames: Structured sentence starters to scaffold students' verbal responses and
explanations.

2. Guided reading activities: Sessions with leveled texts to apply phonics skills in reading
comprehension.

Making Content Comprehensible (R9)

Provide visual aids, manipulatives, and hands-on activities to make abstract phonics concepts
tangible and accessible for all learners.

7. Assessment/ Assessment of your TEK

Evaluation (C6)
Assessment(s) must be Formative:
aligned to the TEKS, Observations during word sorting activities, participation in class discussions.
and objectives.
Summative:
Phonics quiz assessing students' ability to identify spelling patterns and apply morphological
analysis.

Assessment of your language demands:

Formative:
Peer feedback on vocabulary usage and explanations during partner activities.

Summative:
Rubric for phonics quiz assessing students' ability to demonstrate phonics skills effectively.

8. Hook (C7) Hook activity (make connections to prior learning)

Start the lesson with a word sort activity where students categorize words based on common
spelling patterns. Encourage discussion about similarities and differences between words in
Closure (C7) each category.

Closure Activity: (make connections to prior learning)

Conclude the lesson with a guided reading session where students apply their phonics skills to
Student Assets (C7) decode words in context. Reflect on the lesson by discussing how understanding phonics can
improve reading fluency and comprehension.
Personal assets: Students can share words they know that follow specific spelling patterns or
phonetic rules, providing opportunities for peer learning and collaboration.
Cultural assets: Teacher can encourage students to share words or sounds from their cultural or
linguistic heritage, creating a supportive and inclusive learning environment where all students'
voices are valued.
Community assets: Teacher can involve families and caregivers in phonics activities by
providing take-home materials or encouraging parents to reinforce phonics skills at home.
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) The teacher will introduce the lesson by reviewing common spelling patterns and demonstrating
(C9) how to use morphological analysis to decode unfamiliar words. Through guided practice,
students will actively engage with examples and receive direct instruction.
Be sure to include:
How will students learn
and use academic
language? WE DO –
In small groups or pairs, students will participate in word sort activities and interactive games to
practice identifying spelling patterns and applying morphological analysis. The teacher will
Three higher order provide support and feedback as needed.
thinking questions.

Marzano Strategy

YOU DO –
Independently, students will complete guided reading activities with leveled texts, applying
their phonics skills to decode words and improve reading fluency. They will demonstrate their
understanding through written responses and verbal explanations.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity:Provide bilingual materials and encourage

peer support during partner activities. Use culturally relevant texts to engage students
and make connections to their backgrounds.

o Gifted / advanced learners:Offer extension activities such as word challenges or

independent research projects related

Technology: -(GO TO page)

o Utilize interactive whiteboard software to create engaging phonics activities. For
example, you can have students drag and drop letters to form words with specific
spelling patterns or use interactive games to practice identifying letter-sound
correspondences.
o Direct students to online resources such as interactive phonics websites or
 educational videos that provide additional practice and reinforcement of phonics
skills. Websites like ABCmouse, Starfall, or PBS Kids offer interactive phonics
activities and games.

Marzano Strategy - (GO TO page)

"Identifying Similarities and Differences"

Higher Order Thinking Questions (GO TO page)

1.How do you think understanding spelling patterns can help you decode unfamiliar words?
2.Can you identify any similarities between different words with the same spelling pattern?
3.Why do you think it's important to recognize the relationship between letters and sounds in
reading?

Grouping / Partnering Technique: (Hattie)

For this lesson, I will use cooperative learning groups where students work together to complete
activities such as word sorts, interactive games, and guided reading sessions. Partnering students
based on mixed abilities can provide peer support and encourage collaborative learning.
Potential misconceptions and your plan to address it:
Some students may struggle with understanding the purpose of phonics instruction or may find
certain spelling patterns confusing. To address this, I will provide clear explanations of the
relevance of phonics skills in reading and offer additional practice opportunities for students
who need extra support. Additionally, I will use visual aids, manipulatives, and differentiated
instruction to accommodate diverse learning needs and reinforce key concepts.

10. Resources and o Word cards with common spelling patterns

materials needed (C9) o Word sorts and interactive games
o Leveled texts for guided reading activities
(E7) o Sentence frames and graphic organizers
o Phonics quiz for summative assessment

(How might you differentiate materials and resources for learners with various needs?)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Clear Expectations: Establish clear expectations for behavior and participation during
Management Strategies whole-class and small-group activities.
(CBM5) 2. Transition Signals: Use auditory or visual cues to signal transitions between activities,
What procedures will you such as a chime or countdown timer.
employ to manage 3. Positive Reinforcement: Provide praise and recognition for students' efforts and
transitions, behavior, contributions to maintain engagement and motivation.
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Provide extended time for completing tasks or assessments.
strategies and planned
supports, will you employ to 2. Simplify language and provide visual supports for instructions and explanations.
meet the needs of each
student that has identified 3. Offer preferential seating and access to assistive technology as needed
special learning needs?
 Modification(s)- (A change in what is being taught or what is expected from the student):
1.Adapt assignments or assessments to match students' individual learning levels and abilities.

2. Provide alternative assessment formats, such as oral presentations or demonstrations.

3. Offer flexible grouping arrangements to ensure students receive targeted support and
instruction.

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Use visual aids, gestures, and real-life examples to support language acquisition.

2. Provide bilingual materials and encourage peer support for English language learners.

3. Offer opportunities for language practice and vocabulary development through interactive
activities and discussions.

4. Incorporate language objectives and scaffolding techniques into lesson plans to support
comprehension and participation.

5.Provide additional time and support for English language learners to complete assignments
and assessments.