| Lesson Plans:
Word Wizards: Students Making Words
This lesson uses 4 children's books as the basis for this activity
where students make words.
Tarantulas
Students will read Tarantulas by Jenny Freely, learn new
vocabulary, and complete a graphic organizer on tarantulas.
Daily Writing from Self-Selected Reading
In this lesson, students will independently read a story then respond
to questions in a reader’s response journal. The lesson gives examples
of questions that can be used. A vocabulary question or requirement
could be added to the journal questions.
Amelia Bedelia
This lesson uses Amelia Bedelia to learn and interpret idioms.
Students will discuss the directions given to Amelia Bedelia by Mrs.
Rogers then rewrite the directions in a way that Amelia Bedelia would
understand.
Family Message Journals Teach Many Purposes for Writing
This lesson can be used to have students write their families about
what they learned during the day. The teacher could require that
students include any new vocabulary words learned in their writings.
Poetry Portfolios: Using Poetry to Teach Reading and Writing
This lesson uses poetry to teach vocabulary, sight words, and writing.
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| Resources:
Read-the-Message Simon Says:
This gives Simon Says a twist by having students read commands.
Literature Based
Reading Lessons:
This site has a lot different vocabulary suggestions for stories used in a
second grade class.
Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)
E/B: Using English At Your Command pp.37-39 (check-out
from ESL Dept.), say synonyms for a key word and have students point
to the correct picture as they repeat the word; D: Give
students a list of five key words and have them write a sentence for
each word. Then ask them to trade papers with a partner. The partner
can rewrite each sentence, replacing the key word with a synonym;
E: Have students write a fantasy (like the one on pg.167 about a
dinosaur or other creature). When the students are done, have them
revise their writing by replacing the adjectives and verbs with
synonyms.
E/B: Using English At Your Command pp.37-39 (check-out
from ESL Dept.), use gestures as you say the sentence under each
picture. For example, wipe your forehead as you say "Wow, It's
warm today!" Then have students follow your model, but use a
synonym for the key word as they repeat the sentence; D: Have
each student in a group use a synonym for 'go' and 'laugh' to finish
a sentence. Encourage students to compare their sentences and count
how many different synonyms for each word they used; E: Have
students write a dialogue for a recent conversation they've had with
their friends or family, or heard on TV. Encourage them to choose
synonyms from the list for talk to tell exactly how the
people talked.
E/B: Blend two to
three phonemes into recognizable words; D: Blend two to four
phonemes into recognizable words; E: Blend vowel-consonant
sounds orally to make words or syllables.
E/B: Identify and express beginning and ending sounds in
one-syllable words; D: Decode most one-syllable words.
E/B: Use regular verbs appropriately; D: Use regular
verbs and some irregular verbs correctly; E: Use regular
verbs and most irregular verbs correctly.
E/B: Begin to read aloud; D: Read aloud with changes
in expression; E: Read aloud with clarity and with changes in
voice and expression.
E/B: Begin to identify root words to determine meaning of new
words; D: Use knowledge of root words to determine meaning of
new words; E: Use knowledge of root words in determine
meaning of most compound words.
E/B: Identify some prefixes and suffixes with simple spoken
sentences; D: Identify prefixes and suffixes with spoken and
written sentences; E: Identify and explain meaning of most
prefixes and suffixes with spoken and written sentences.
D: Identify rhyming words; E: Identify and produce
rhyming words.
D: Identify and use knowledge of some spelling patterns while
reading; E: Identify and use knowledge of most spelling
patterns while reading.
D: Using English At Your Command pp.40-41 (check-out
from ESL Dept.), have one student use a word in a sentence. Ask a
partner to use its antonym in a sentence. Have students continue
until each pair has been used; E: Ask groups to brainstorm
other antonym pairs (i.e. above/below). Have students write and
illustrate their antonym pairs to display in the Writing Center.
E: Use more complex words and sentences to communicate needs and
express ideas in a wide variety of social and academic settings. |
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Language Arts