Tusculum College Lesson Plan Template

Spring 2016
Name: Tomi Nelson
Subject/Grade: Abbreviations, 2nd grade
Estimated Time Frame: 45 minutes
Standard(s): Foundational Skills 3. Know and apply grade-level phonics and word analysis in decoding words.
CCSS.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
through other media.
CCSS.SL.2.1 Participate in collaborative conversations with divers partners about grade 2 topics and texts with
peers and adults in small and larger groups.
CCSS.W.2.4 Produce clear and coherent writing in which the developmental and organization are appropriate to
task, purpose, and audience.
Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension.
Big Idea(s)/Essential Question(s): Know how to use and identify abbreviations
Essential Question: When will I need to use and recognize abbreviations?
New Learning:
Vocabulary abbreviation, avenue
Concepts Acknowledge that abbreviations are a shortened form of one word that begins
with a capital letter and end with a period.
Skills
Applications Learning Target(s)/Objective(s): I can identify, write, and decode abbreviations within a text.
Summative Assessment: Students will compose a letter following the guidelines provided in the end section of
this lesson plan.

Instructional Strategies/Activities: Explicit teaching, modeling, guided practice, independent practice, group
practice, partner reading,
Materials and Resources: Teachers edition Basal Series
Flash cards with examples of real life abbreviations
White board
Dry erase markers
Student edition text
Readers and Writers Notebook
Pencils
Decodable Practice Readers 2.2
Paper

INSTRUCTIONAL STEPS
BEGINNING
Assessment

Write its and havent on the board. Point out to

the students that they have already studied
shortened words like these. Ask them to read the
words. Explain that today they will learn how to read
shortened forms of words called abbreviations.
Show the students a picture of a road sign with the
abbreviation Rd. Ask the students to think of a time
they have seen this shortened word, beginning with a
capital letter and ending with a period.
Today we will look at words like these and will be able
to read a text and write a letter using abbreviations
after this lesson.
What is an abbreviation?
An abbreviation is a
shortened form of one word and begins with a capital
letter and ends with a period.

Pre-assessment
will be satisfied
by
asking
students if they
recognize any of
the abbreviations
I have written on
the board.
Formal
assessment will
be satisfied by
displaying
a
thumbs up or
thumbs down for
understanding
the definition of
an abbreviation.

Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them

One student tests on a

kindergarten grade level
for reading and writing.
At
this
point,
not
differentiation will take
place due to me reading
aloud
and
verbally
explaining any writing I
have done on the white
board.
Another
student
is
hearing impaired.
This
student will sit as close to
the teacher as possible. I
will
direct
my
body
language and face within
her view so that she may
lip read when necessary.

Write Rd., Mrs., and Mon. on the board. Ask

students if they know what any of these abbreviations
are as a pre-assessment.
Ask students to display a thumbs up or thumbs down
to communicate to the teacher if they understand
that an abbreviation is a shortened form of one word.
MIDDLE

Content Input ( I do activities): Write Greenleaf

Avenue and below it write Greenleaf Ave. The
abbreviation begins with the first letter of Avenue, A,

Assessment

Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them

Formal
assessment will
be satisfied by

The student who tests at

kindergarten
level
in
reading and writing will

and also uses the next two letters v and e, but the
letters e-n-u-e are missing. The period takes place of
these letters. Even though some letters are missing, I
read the abbreviation as if all the letters are there.
Say Greenleaf Avenue.
Guided Practice (We do): Say Avenue each time I
point to Ave. We will follow the same procedure for
the abbreviations Mr., Mon., St., Dr., Rd., and Aug.
Explain that Dr. can stand for the title doctor or the
address drive. Students will need to use context
clues to determine which word the abbreviation
represents.
Turn to page 394 in student text. Look at the picture
showing the street signs with capital A, lowercase v
and e, period on it. That is the abbreviations for the
complete word avenue. Avenue is another word that
names a street. Even though letters are missing, we
say the word as if all the letters are showing. Have
students repeat the abbreviation in the picture.
Look at Words I Can Blend. Have students repeat
each abbreviation after me.
Look at Sentences I Can Read. I say the sentences,
and students repeat after me.
Independent Practice (You do; may include
Homework): Students look at the letter on page 395.
Ask students if they notice any abbreviations used in
this letter. Have students independently read. As
they read, students will write the whole word for each
abbreviation they see in the text on their personal
white board. Students will hold up white board when
finished, and I will address any questions and/or
problems.
Look at page 493 in Readers and Writers Notebook.

checking
the
students
answers on their
individual white
boards.
I
will
provide
academic
feedback if any
problems
arise
during
this
formal
assessment. We
will review any
abbreviations
that
were
incorrect.
Another
formative
assessment will
be
met
by
reviewing
the
work from page
493
together.
Academic
feedback will be
provided
as
needed.
I
will
provide
academic
feedback
to
students
while
they are in one
on one groups
reading to each
other.

work with me at a
designated table. He will
tell me what he wants to
write, and I will scribe on
a white board.
He will
then copy what I have
written. I will guide him
through all text that
needs to be read and read
to him when necessary.
The
student
who
is
hearing impaired will also
sit with me at this
designated table and will
be able to hear more
efficiently and lip read
when necessary.

Students will independently complete the assignment

by matching the abbreviation with the whole word
and
writing
the
abbreviation
with
correct
capitalization and punctuation next to the given
abbreviation.
We Do: Students will self-evaluate their completed
work from page 493. I will call on students to answer
each question aloud from the work on page 493 and
will write the answer up on the board as a visual
presentation.
Have students turn to page 199 in Decodable Practice
Readers 2.2 and decode each word. Have students
identify high-frequency words on the same page. I
say the title and have the students repeat. Tell them
they will read a story that has abbreviations.
We will look at the text together as I point out
abbreviations throughout the text and illustrations.
Ask students why they think abbreviations are used
here. Point out Mrs. Jenkins job is to be sure there is
a period after each abbreviation.
You Do: Pair students with one fluent reader and one
less fluent reader. Have the fluent reader read aloud
first while the less fluent reader follows along. The
less fluent reader will then read the story as the
fluent reader follows along.
I will walk around and quickly assess each group as
they are reading to be sure they are recognizing and
decoding abbreviations correctly.
Ask students what abbreviations they saw.
END
Have students compost a letter to Mrs. Jenkins. Students will use the abbreviations: Mrs., Mr., St., Fri., Aug., and

Dr. Students will use two of the high-frequency words: important, bike, mountain, or south. Students will have a
partner read their letter aloud to demonstrate decoding.
Students will be aware that this will be a summative assessment. Students will know the focus of grading will be
based on meeting the criteria of using the six abbreviations and two high-frequency words as stated above.
Students will know this assignment will be worth five points toward their grade for Language Arts.
Discuss with students when abbreviations will show up in their daily lives and how they will be useful and
applicable such as with reading directions, writing a letter, addressing an envelope, and reading a calendar.

TEACHER REFLECTION
Reflection on Lesson Plan and Delivery (to be completed after lesson is taught):

Afflerbach, P., Blachowicz, C., Boyd-Dawson, D., Izquierdo, E., Juel, C., Kameenui, E., . . .Wixson, K. (2013). Scott
Foresman reading street common core: Grade 2.6. (pp.394a-395c). Upper Saddle River, NJ: Pearson Education,
Inc.