LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number: Competency 602.8.5: Word Identification: Phonics,
Recognition, and Decoding - The graduate explains reading principles and designs
instruction that promotes word identification
GENERAL INFORMATION

Lesson Title & Subject(s): Language Arts Word Study

Topic or Unit of Study: Making Words Activity short i and short e
Grade/Level: 2nd Grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
nd
The instruction will take place in a typical 2 grade inclusion classroom. The class has 18 students
of mixed ability. Three of the students have IEP's. The desks are arranged in groups of two with one
row of six desks that wrap around the back corner. There is a U-shaped guided reading table near the
door where this lesson will take place. The teacher uses a word study program called Words Their
Way. The class is split into three different word study groups based on ability level determined on the
PALS reading assessment. The group I will be working with is lowest level word group. Most of these
students are on primer or pre-primer reading level. Three students with IEP's are in this group as well
as two other typical students in the class.
This group is having difficulty differentiating between the short i and short e sounds, so that is what
this lesson will focus on. I have included the word sheet that the students are studying for this week.
STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
VA- York County SOL
2.4 The student will orally identify, produce, and manipulate various units of speech sounds within
words.
a) Count phonemes (sounds) within one-syllable words.
b) Blend sounds to make one-syllable words.
c) Segment one-syllable words into individual speech sounds (phonemes).
d) Add or delete phonemes (sounds) to make words.

Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of the lesson, the students will understand how to make words containing the short i and
short e sound.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
After a lesson on making words, the student will be able to correctly spell words that contain the
short e and short i sound. The student will be expected to spell a word correctly, using cut out letters,
on at least 2 out of 3 occasions.
MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Student word list (attached in PDF)
-Cut out letters from the student's word list
-large whiteboard easel with ledge for teacher

Resources:
Supplementary information and/or places where you found information for the lesson
Starfall.com under alphabet, letter e and letter I.

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
The students will be told that they will be making words today that contain the short i and the
short e sound. This activity will help them with their spelling test that will be the following day.
The teacher will ask the students what sound the short i makes. The students should respond
appropriately.
The teacher will show the students the letter i clip from Starfall.com on her tablet. With each
word presented under letter i, the students will say the word ashort with the computer.
The teacher will ask the students what sound the short e makes. The students should
respond appropriately.
The teacher will show the students the letter e clip from Starfall.com on her tablet. With each
word presented under letter e, the students will say the word ashort with the computer.
The teacher will ask the students if they can remember what words on their spelling list have
the short i sound. The answer should be: pinch, pitch, trick.
Teacher and students will say the words together again emphasizing the short i in each word.

The teacher will ask the students if they can remember what words on their spelling list have
the short e sound. The answer should be: when, bench, fresh.
Teacher and students will say the words together again emphasizing the short i in each word.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5 minutes
The students will be given a bag containing the letters from the words on their spelling sheet.
The teacher will take out her bag of letters.
The teacher will explain and model for the students how to make words.
The first word the teacher will make will be en by placing the letter cards on the ledge of the
display white board. The e will be emphasized. The teacher will grab the letter e and the letter
n and put them side by side. The teacher will say the e and the n sound and blend the
sound.
The teacher will think of a word that could be made with en. The teacher will think of the word
hen. The teacher will emphasize the h and en sound and remember that h makes the h
sound. The teacher will grab the letter h and add it to the -en. The teacher will say each letter
sound and then blend.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 7-10 minutes
The teacher and the students will now work together. The teacher will use the whiteboard ledge
to make her words while the students place their letters on the table space in front of them. The
teacher will monitor the students constructed words.
The students will be asked to make their letters look like the teachers hen.
The students will be asked what letter could be added to hen to make when? The teacher will
say the word when again emphasizing the initial w sound.
The students should respond with w. The teacher will ask the students where would the w be
placed in our word hen to make when? Students should respond with the beginning of the
word.
Students should make the word when and teacher will do the same.
The students will be asked to remove the w to leave only hen. The teacher will keep her word
when on the table.
The students will be asked what letter could we change to make ben. Teacher will say ben
and hen again. Students should respond with change the hen to ben by removing the h and
replacing it with a b.
Students and teacher will replace the h with a b to make ben.
The students will be asked now that our word says ben, what could we add to make it say
bench? What sound do you hear at the end of the word ben-ch? What letters make the ch

sound?
Students should respond with c and h.
The students and the teacher will put the ch on the word ben to make bench.
Teacher will tell the students now we know how to make bench and when off our spelling list!
Lets try to make some words with the short i sound.
(The teacher will now have the words hen, when and bench on the table).

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)

Time: 10 minutes
Students will be asked to make the word in. The sounds in the word in will be emphasized.
Students should assemble the letters i and n to make in.
Students will be asked to make the word it.
Students should assemble the letters i and t next to the word in.
The students will be asked to make the word pit. The ending t will be emphasized. The
tacher will use the sentence The pigs love rolling around in the mud pit.
The students should add the letter p to it to make pit.
The students will be asked to make the word pin. The ending n will be emphasized. The
tacher will use the sentence It was so quiet you could hear a pin drop.
The students should add the letter p to in to make pin.
The students will say each word together.
The students will be asked to construct their own three letter word using in or it using the
letter tiles they have.
Constructed words could be: fin, fit, bin, bit, sit, sin, lit, hit, kit, kin.
Once students make a word, they will say the word to the teacher when asked.
The students will be asked to make to switch the i to an e and read the word as it is.
The students will be asked to make a three letter word with the en or et.
Words could be: ben, bet, let, hen, set, pen, pet, ten, net.
Once students make a word they will be asked to say the word to the teacher when asked.
The students will be asked to make the words pin and pit again on their space.
The students will be asked to make the words pinch and pitch. The students will be told to
remember how we formed the word bench during practice.
The students will be expected to add ch to pin and pit to make pinch and pitch.
Before attempting construction of the word pinch the teacher will use the word in a sentence
as follows: My aunt likes to pinch my cheeks when she sees me during the holidays.
Before attempting the construction of the word pitch the teacher will use the word in a
sentence as follows: The new baseball player has a very fast pitch.

(The teacher will now have the words hen, when, bench, in, pinch, pitch, pin, pit, as
well as student construted words on the table).

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 5 minutes
The teacher will present the words she has kept on the table that they have made together
during the lesson.
Together, the students will sort the words into short i and short e words.
The teacher will sort the words using the header that the students will use on the test. The
header is from the classroom teacher's word list and it is a picture of a flip and a desk.
After sorting the words, the students will be asked about the change in sound that they heard
when changing pin to pen and pet to pit.
Answer should be e to i sound.
The students will be asked which letter makes the i sound like pit. Students should respond
with letter I.
The students will be asked which letter makes the e sound like pet. Students should
respond with letter e.
The students will be reminded to listen carefully for the difference between the sound i and e
during their spelling test and to try to remember the activity that they did today.
The students will be thanked for their cooperation and creativity during the making words
activity.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Modeling Direct Instruction
Guided practice Cooperative learning
Independent practice independent work

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Three students are on IEP's for ADHD. Also included in this group are two students (not on IEP's)
who receive remedial reading practice a few times a week.
The teacher has emphasized the phonemes in the words during the lesson to accommodate these
students who struggle in reading. The students with ADHD will be monitored very closely during the
activity to ensure they are on task. These students regularly need re-directing to stay focused and
they will receive the same support during this activity.
During the introduction, the students are shown a clip of letter e and letter I to emphasize the sound
the letters make. The students with ADHD in this class are very receptive to computer games so I
believe that this will be a good attention grabber for these students.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).

When the students are asked to create their own words during independent practice, the teacher will
observe the students ability to construct words and read them correctly. The students will be expected
to create words and read them correctly on at least 2 out of 3 occasions.