Design for LearningInstructor: Lindsey Hancock Grade Level/Cooperating Teacher: 2nd gradeLesson Title: Spooky Sounds Date: October 22, 2015Curriculum Area: English/Fluency Estimated Time: 25 mins

Standards Connection: e.) Identify words with inconsistent but common spelling-sound correspondences. [RF.2.3e]

Learning Objective(s):When given a worksheet with words that contain both the long and short double “o” sounds, students will differentiate which words make which sounds with no errors.

Learning Objective(s) stated in “kid-friendly” language:Today we will identify words that contain the long and short “-oo” sound in them and you will complete a worksheet by spelling these words and using sounds to differentiate them.

Evaluation of Learning Objective(s): Students will complete a worksheet, which has words that contains several words that have the “-oo” sound in them. Students will be able to differentiate between the long and short “oo” sounds. Students who are unable to do this assessment with little to no errors will be given additional practice and assessed again by using another strategy.

Engagement: Teacher will call a small group of students into another room to work with the lower level students on phonics and words that contain the sound “-oo”. Okay boys can I get all eyes on me? Today we are going to be talking about the letters “oo”. Does anyone know what sound those letters make? Teacher practices wait time and then calls on a student who raises his hand. That’s right! It makes the “ew” sound, like the word spooky or boo! What a fitting time to be talking about this sound because it is October and Halloween is coming up. It’s kind of a scary sound isn’t it? There is also another sound that the “-oo” letters can make. Does anyone know what that sound is? Teacher practices wait time and then calls on a student who raises their hand. That’s right! It also makes the “uh” sound like it the works book and look. Today I am going to read you this story called Scarecrow’s Spooky Night. Now just looking at the front page, any anyone notice something special about the title? Teacher practices wait time and calls on a student who raises their hand. What do you think (student’s name)? Student answers. That’s right! The word spooky contains that sound too! Before reading the story, the teacher asks questions relating to the cover. Okay boys, just by looking at the cover, what do you think the story will be about? She let each student answer. What do you think is going to happen to the scarecrow? Lets read the story to find out. Also, be listening for words that have the “ew” sound. Just by looking at the title I think there will be a lot of those words. Transitions into teaching…

Learning Design:

I. Teaching: Teacher reads the Scarecrow’s Spooky Night. After reading the book teacher asks questions about the story. Did your predictions line up with what happened? Lets make a list of several of the words that you heard in the book that had that “ew” sound. Teacher calls on students to help her make a list. As students list off words, she writes them up on a white board. (Student’s name) what words did you hear that have the “ew” sound? Student answers. Great job! Moon contains that “ew sound. Do you know what letters make that “ew” sound? Student answers. Yes! The double “O” makes the sound “ew”. Can someone else give me another word that was said in the book that has that sound? Student answers. Good! The words school and root both make the “ew” sound and what letters make that sound in these words? Students answer aloud. That’s right! The double “O”. That was pretty easy wasn’t it? Well now, we are going to make it a little bit trickier…. The double “o” makes the “ew” sound but it can also make the “uh” sound. Can you think of some words that have the “uh” sound in them that contain the letters ”oo”? Teacher practices wait time and then calls on a student. (Student’s name) what do you think? Student answers. That’s right! The word book or took. Can

anyone come up with another word that makes the short “oo” sound or the sound “uh”? Teacher practices wait time. If no student answers she will try another tactic. If you guys cant think of another word that contains that sound, then why don’t you try and replace the first letter of the word book with another letter to make an new word. You could even do the same thing with the last letter to make a new word. If I were to take the “b” off the beginning of the word “book” and replace it with the letter “l”, that would make it the work look. This word still contains the “uh” sound and it makes the work “look. We are going to try a little exercise together. Okay boys, now that you have an idea of how the sound differentiate, I am going to call out to you a list of words and if you hear the “uh” sound, I want you to raise this pumpkin with the happy face on it. Teacher shows the students the pumpkin. If you hear the “ew” sound, I want you to raise the pumpkin that has the spooky face on it. Teacher shows the students the pumpkin Are you ready? Teacher passes out a the pumpkins to each student. Teacher references the word list attached and allows students. After she goes through the list she transitions into practice…

II. Opportunity for Practice: Okay for some practice, we are going work individually and you are going to play these two sound games. I want you to pay close attention to what they lady is saying on the iPad. The first game works with the “ew” sound. (http://www.tinytap.it/games/gakl/play/long-oo-sound) I want you guys to spread out around the room and do this activity. You have to have the sound on, so this is why I want you to be spread out. Once you are finished, you can come to me and I will show you the next game. This game with work with the “uh” sound. (http://www.tinytap.it/games/gakj/play/) Once you have completed that, then you can come back to me and I will give you a worksheet I want you to complete.

III. Assessment: Students will complete a worksheet with having them add the “oo” letters to the words. The next section has them write a sentence using two of the words in the previous section. There will also be a section having them identify which words make the long “oo” sounds and which ones make the short “oo” sounds.

IV. Closure: You guys have done an excellent job at differentiating between the long “oo” sound and the short “oo” sound. Thank you so much for your participation!

Materials and Resources: iPads (4)Scarecrow’s Spooky NightList of “ew” and “uh” wordsPumpkins on Popsicle sticks (Happy and spooky faces)White board

Differentiation Strategies (including plans for individual learners):For students who fail to receive at least an 100% on their assessment will get extra help using a different strategy. I could find more phonics games for them to play on their iPad to help them really understand and hear the difference between the different “oo” sounds. The classroom is also differentiated by different student’s table groups, so that during practice time, students are grouped with different students on different learning levels.

Data Analysis:

I assessed a small group of the 4 lowest level students in the classroom. They all did well on the assessment and met the expectation set in the standard.

Reflection:

This was the first time that I worked with this small group and I had a very hard time keeping their attention. I needed to establish ground expectations at the beginning and stop the lesson completely when they were not paying attention. They were very out of hand and I needed to show that I was in charge at the beginning rather than continuing on with the lesson and ignoring the bad behavior. They were able to work with iPads during independent practice and they loved that. I needed to establish that they would not be able to work with the iPads if they could not cooperate during the lesson. It was a very hard lesson to get through, but I think I just needed to work on establishing my expectations from the beginning rather than just going straight into the lesson.

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