Download 2nd Grade Lesson Plans4_25

2nd Grade Lesson Plans
Monday, April 25th
“Puddle Pail”
Phonics: 9:15-9:30
SOLs 2.2a, c; 2.3a
a. SW recite letters and sounds
b. SW recite primer sight words
c. TW introduce weekly spelling and high-frequency sight words
d. SW play letter and sound identification game
Whole Group: 9:30-10:15
SOLs 2.4a,b,c; 2.5a,b,c; 2.6b; 2.7a, b, d; 2.8a, b, c, d, e, f; 2.9a, b
a. TW assess prior knowledge by discussing collecting items w/students.
b. TW build background by having S tell about things they have collected or things
that others they know have collected.
c. TW ask students to find “Start Collecting! It’s Fun!” in the table of contents of
reading books
d. SW track “Start Collecting! It’s Fun!” while T asks read the story. TW ask
questions during story to check for comprehension.
e. SW find and write at least two unknown words from the story and the class and
teacher will go back in the story to look for clues around the word to help students
understand word. Challenge students to come up with a new sentence for each
word. (orally)
f. TW say words that are changed from f to v before adding –es. TW challenge
students to say the word leaf and make the word plural. TW challenge students to
come to board and match the plural word to its singular word. (calves, halves,
lives, leaves, shelves, and wolves) (prepare for small group)
Assessment: Observation and check written work for accuracy.
Homework: Complete pg. 190 plurals worksheet
Small Groups: 10:15-10:45
a. Have students find all the words that were changed from “f” to v & –es” in poem
“Keith’s Leaves” (pg. 181). SW highlight the words and write the words found.
Have students write or draw a description for each word.
b. SW read AR book with teacher and take AR test. Have students read at least twice.
Assessment: Observation and check written work for accuracy
Homework: SW read for 20 minutes. Have student and parent write the name of the
book read.
Writing 10:00-10:30
SOLs 2.10, 2.11a, 2.12f
a. S and TW review the formal writings from 1st, 2nd, and 3rd nine weeks. T and SW
determine which writing will be used for next writing activity.
b. TW explain next writing. (adding one paragraph to a writing and editing any
errors.
c. Discuss possible information to add to writing and choose pre-write.
Assessment: Observation and check written work for accuracy
Math 1:00-2:00 (Time question for Problem of the Day)
a. **Pre-assessment—Story Problems**
b. Warm-up: TW explain what story problems are and that they will be working on
different types throughout the week.
c. Introduce: TW show S a simple bar graph and review how to compare the data.
TW give groups 4 cubes of one color and 8 cubes of another. TW present this
data on books read: Pete has 4 books, Molly has 8 books. SW use blocks to make
bars that represent the data. TW draw the chart on the board with title and labels.
d. Group: TW ask several questions about the graph and have students determine
how to solve. (ex. How many books do Paul and Molly have in all?) Emphasize in
all means to add.
e. Allow students to pair with a partner and practice word problems using
http://mathplayground.com/GrandSlamMath1.html
f. Assess and Close: Have students complete one word problem( cut word problem
from read*write* think sheet.
Homework: Word Problem worksheet
2nd Grade Lesson Plans
Tuesday, April 26th
Phonics: 9:15-9:30
SOLs
a. SW recite letters and sounds using Wilson Lang. Learning cards (a-z)
b. TW introduce weekly high-frequency sight words and have students recite words. Have
volunteers tell something they know about each word and challenge students to spell
words they know how to spell with eyes closed.
Homework: SW study spelling words
Whole Group: 9:30-10:15
Sols 2.4a,b,c; 2.5a,b,c; 2.6b; 2.7a, b, d; 2.8a, b, c, d, e, f; 2.9a, b
a. TW discuss context clues with students. TW ask students use clues to figure out
what underlined words mean. – (Write sentences on board) (divide students into
groups and challenge each team to guess the meaning of each word). Each time
will tally their points on paper (connect to math)
b. TW discuss long e sound with students. Have students say the long e sound. Have
them think of words with long e and look on word wall to find long e words.
Create a class list of words with students.
c. TW introduce vocabulary for “Puddle Pail”.
d. TW ask students to find “Puddle Pail” in the table of contents of their Reading
Books
e. TW direct S to Picture walk through the story, discussing ways the pictures help
them understand the story.
f. TW read “Puddle Pail” stopping to check for comprehension throughout the story.
(read half of story). Discuss main idea and problem/solution.
Assessment: Observation and check written work for accuracy.
Homework: Use each spelling word in a sentence
Small Groups: 10:15-10:45
a. SW play plurals game on page 182. SW make singular words plural during game.
(read directions to students and SW need coin and play token)—SW must write
each word him or her lands on in singular form and plural form.
b. SW use long e words in sentences (pg. 183) and write the plural word for each
picture (pg. 184) (provide word bank)
c. SW listen to AR book (on tape) and take test.
Assessment: Observation and check written work for accuracy
Homework: SW read for 20 minutes. Have student and parent write the name of the
book read.
Writing 10:45-11:15
SOLs 2.10, 2.11a, 2.12a, b, c, d, f
a. SW begin generating ideas for pre-write. TW assist with coming up with
information for pre-write.
b. SW practice cursive in handwriting books.
Assessment: Observation and check written work for accuracy
Math 1:00-2:00 (Review Money as Problem of the Day)
a. Introduce: TW review addition and subtraction strategies (regrouping and not
regrouping), then write number sentences on the board for children to solve. (SW
come to board and solve)
b. TW invite S to explain the solution strategies they used to solve each problem.
c. SW work in groups to work on story problems. Group 1 will make number
sentences using cubes that are set up. SW write the number sentence and solve.
d. Group 2 will write the number sentences using picture problems and solve.
Assess and Close: Answer word problems using STAR …
http://www.mathplayground.com/gsmbegin.html
Homework: Math worksheet (pg. 108 in math book)
2nd Grade Lesson Plans
Wednesday, April 27th
Phonics: 9:15-9:30
SOL 2.2a, c; 2.3a
a. SW recite letters and sounds
b. SW recite pre-primer and weekly high-frequency sight words
c. SW write spelling words on index cards. SW pair with a peer and play concentration to
see who can make the most matches. SW can keep match made if he or she spells the
words correctly.
HW: Write each word in rainbow colors.
Whole Group: 9:30-10:00
Sols 2.4a,b,c; 2.5a,b,c; 2.6b; 2.7a, b, d; 2.8a, b, c, d, e, f; 2.9a, b
a. TW continue to read “Puddle Pail” asking comprehension questions at the end of
the story. Discuss main idea of story and problem and solution.
b. SW have retell story through partner exercise (SW pair up with peer and create a
Venn Diagram that compare and contrast things that the characters collected.
c. TW review quotation marks and its use. TW show examples of when we use
quotation marks on board. After modeling, Challenge students to come to board
and put quotations where needed.
Assessment: Observation and check written work for accuracy.
HW: SW work with parent to use quotation marks (pg. 187)
Small Groups: 10:00-10:45
a. SW review suffix –ly. SW look in decodable reader (Timmy’s Ears) and find all
the words with-ly. SW write the words and write the word as math problem. (ex.
play+ful=playful)
b. SW look for sentences or phrases with quotations in magazines and cut out and
make a “quotation collage”
c. TW review pronouns. Reviewing list of pronouns with S. Have students write
down each pronoun (he, she, it, we, they, you, him, her, I , you, them, us, me)
Challenge students to make sentences for 7 of the words and have them illustrate
the remaining words.
Assessment: Observation and check written work for accuracy
Writing 10:45-11:15
SOLs 2.10, 2.11a, 2.12a, b, c, d, f
**SW begin writing rough draft of paragraph.
TW assist with beginning rough draft, remind students about indenting, capitals and
punctuations.
Assessment: Observation and check written work for accuracy
Math 1:00-2:00 (Regrouping Addition problem of the Day)
a. Warm-up: TW write on the board: Mario saw 5 yellow kites and 3 red kites flying
at the beach. How many kites did he see in all? TW ask what the facts are that
have been given. TW ask how the class thinks they could solve the problem and
how they could check their answer. Also have students set up cubes to show how
to work out the problem. (Have students practice at least 3 in whole group.)
b. TW direct partners to make up to story problems. SW use index cards, writing
the story problem on one side and writing the number sentence on the other with a
picture. Partners will exchange so that they can complete each other’s cards.
c. Assess: TW have tokens set up as in number sentences (ex. 8 + ___=12), have
students solve by adding the tokens needed to make the problem true.
Homework: Math worksheet (word problems)
2nd Grade Lesson Plans
Thursday, April 28th
Phonics: 9:15-9:30
SOL 2.2a, c; 2.3a
a. SW recite letters and sounds
b. SW recite spelling words
c. SW pair with a peer and play concentration to see who can make the most matches. SW
can keep match made if he or she spells the words correctly.
Homework: Review spelling words by writing in ladder steps (ex. step 1. S 2. St. 3. Ste.
4. Step)
Whole Group: 9:30-10:00
Sols 2.4a,b,c; 2.5a,b,c; 2.6b; 2.7a, b, d; 2.8a, b, c, d, e, f; 2.9a, b
a. ***Weekly Assessment of Reading skills***
b. TW review pronouns by having students think of pronouns for subjects and
objects in a sentence. SW come to board and cross out underlined subjects and
object nouns and write a pronoun. GP (group Activity): SW use pronouns in word
box to take the place of nouns. (tlsbooks worksheet)
c. TW review context clues. TW read sentences (teacher-made) and SW compete to
tell what specific words mean. (Currency, adore, eager, pound-money, store-keep).
Have students tally each time correct meaning is giving. SW most tallies will get
treat.
Assessment: Observation and check written work for accuracy.
Homework: Practice vocabulary words (pg. 188) and quotation w.s. pg. 191
Small Groups: 10:00-10:45
a. SW choose the meaning for each word in the sentence (picture clues will be given)
pg. 186 and complete pronoun game (www. ezschool.com)
b. SW complete pronoun game using
(http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/pronouns/gam
e.shtml and complete suffix worksheet (havefunteaching)—fill in the blank using
word w/suffix.
c. Read AR book to teacher.
Assessment: Observation and check written work for accuracy
Writing 10:00-10:30
SOLs 2.10, 2.11a, 2.12a, b, c, d, f
**SW continue writing rough draft of paragraph.
TW assist with beginning rough draft, remind students about indenting, capitals and
punctuations.
Assessment: Observation and check written work for accuracy
Math 1:00-2:00
**Weekly Assessment (Story Problems) **
a. TW review terms how many more, in all, least number, greatest number, how
many left.
Have students tell what sign is needed +, - and show a bar graph
and have students tell the least number and the greatest number.
b. SW rotate in groups. (Review money skills) Group 1 will add money and write
the amounts. Give each student different amounts and have them compare values
using (<,> or =).
c. Group 2 will work practice time. (Determine the time on pre-set clocks).
d. Group 3 will SW write their name on a slip of paper and TW collect them in a
paper bag, including own name. TW discuss the number of boys, girls, and
teachers names in the bag. SW predict whether it is likely or unlikely to pick the
teacher’s name. SW pick a slip of paper and read the name. SW repeat,
predicting whether they are likely or unlikely to pick a boy or girl’s name from
the bag. TW point out the prefix un- in unlikely and review with S that unusually means “not”.
Homework: Word Problems (look-alike) worksheet
2nd
Grade Lesson Plans
Friday, April 29th
Phonics: 9:15-9:45
SOL
a. SW recite letters and sounds using Wilson Lang. Learning cards
b. SW stand in circle and take turns saying the letter that spells each word. SW who says
wrong letter will sit until next word.
Whole Group:9:30-10:00
a. **Spelling Test
b. **Vocabulary Test (pg. 193)
c. TW review long e: ie, ey. GP: Students will think of words that have “ie” using
picture clues. TW write the word on board and have tsw write the word beside the
picture. (SW use words for small group activity—see small group). Challenge
students to add beginning and ending sounds to “ie” to create more words. Have
them write them on back of group activity sheet.
Small Group: 10:00-10:45
a. SW find group activity words in crossword puzzle and circle the word for each
picture (ie, ey—pg. 189)
b. SW cut out nouns, paste and write a pronoun for the noun. Have students color
the pronouns different colors and play “Spot the Pronoun”
(http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/pronouns/gam
e.shtml
c. SW use phrase clues to find the correct plural (calves, halves, lives, leaves,
shelves, wolves) (pg. 195) and practice fishing for plurals using online game
(http://www.bbc.co.uk/skillswise/words/spelling/plurals/pluralrules/game.shtml
Writing: 10:45-11:15
a. TW review rough drafts with students, helping with editing. (SW rotate with
teacher). S not with teacher will practice handwriting in handwriting books or
work on rough drafts if unfinished.
Math 1:00-2:00
Marlins on the Move
Vocabulary words: castle, collect, diamonds, ordinary, puddle, shadows, crocodile
Spelling Words: calves, lives, halves, leaves, shelves, start, young, road, eight, ceiling,
neither
**Yellow Highlighted words are high-frequency words
Marzano Strategies: Identify Similarities & Differences, Summarizing & Note Taking,
Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic Representations,
Cooperative Learning,Setting & Providing Feedback,
Generating & Testing Hypothesis, Cues, Questions, & Advance Organizers