Micro Teach Learning Plan with modifications for two students

Title: Construction Junction- Building and Tearing Apart Words Using Long A Sounds!

Name: Ashlyn Cummings

Subject/Grade: Language Arts Second Grade Date Taught: April 21, 2015
Type of Instruction: Cooperative Learning
Lesson Plan Modifications: Victor Modifications: Addie
Objective: The students will be given the worksheet over ai and ay endings, Same Same
where they will use the sentences provided to fill in the missing endings, getting
4 out of 6 correct. We will do the first two together as a class.

TEKS: L.A.2.2. - Reading/Beginning Reading Skills/Phonics. Students use the Same Same
relationships between letters and sounds, spelling patterns, and morphological
analysis to decode written English. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts. Students are
expected to:
(C) decode words by applying knowledge of common spelling patterns (e.g.,
-ight, -ant);
Background Information: I will inform Victor I will inform her
They have understanding of how to compose a variety of written text. of the seating of her role as the
They have listening and speaking skills, where the students are able to arrangement that will reporter in the
listen and respond to the ideas of others while contributing their own be done in class. He group assignment.
ideas not only with themselves but in group settings. will be the recorder
They have an understanding of oral and written conventions and know in his group to help
how to use them in speaking and writing. with social skills.
Students are able to research, evaluate, and synthesize, as well as present
ideas and information.

Materials: All worksheets will I will be providing

 Pencil be made in 24 fonts a graphic
Worksheet titled ai and ay endings. so that Victor is able organizer for
Worksheet for group activity for them to record words. to do the Addie that is
assignments. exactly what we
Worksheet numbered from 1 to 5 for group activity.
are going to be
Pre-made cards talking about in
Poster board the procedures to
(All Assignments will be made bigger to fit the 24 point font) keep her
organized.
Equipment: N/A N/A
N/A
Classroom Management/Environment: Victor will be placed Addie will be
The students at the beginning of the class time will be allowed to call out towards the front of placed towards the
answers in our discussion time before the main activity. the room, closest to front of the room,
The desks will be place in groups of three, where the students will have a the board. closest to the
recorder, reporter and materials manager. I will briefly go over what Victor will be the board.
reporter, recorder, and material managers due before going into the group recorder of the group Addie will be the
activity. to help with writing reporter of the
The students will keep word cards that are split into word endings (i.e. skills. group to help keep
ay), and the beginning of words (i.e. tod-) inside plastic baggies on desk her on task and
until told otherwise. focused.

Engagement/Focus:
Greeting: Good morning class how are you today?
Link to previous knowledge:Do you remember when we were detectives
and we needed to search for words that end in g, ie, ue, and ew?
(Answer: I do that was fun!). Well today we are going to be looking at
different words and using long As and tearing them a part to find them!
Engagement: Who likes to take apart objects like legos or blocks?
(Answer: I do, I think that its funny to tear it down). Well what if I told
you that today we are going to be a construction crew and we are going to
 tear apart words looking for long As.
Expected Behavior: In class today you will be able to call out answers
during the discussion, but during group work you will be working in
groups of three at your table. I expect you to be respectful to your
neighbors and listen to what your teammates have to say. For the group
assignments please do not tough any material until I have said it is ok to
start.
Outcome: After todays lesson you will be amazing construction workers
who are able to take a part words and correctly put back their endings.
Explanation/Procedures: On group assignment I will have Addie
1. Patterns: When you hear the words Today, Rain, Stay, and Pain do they I will add an extra help during the
sound similar? (Answer: Yes they do!). minute or two to help times were I am
What if I wrote them down, do they still look similar? (Write down words him finish the writing things on
on board with the help of Addie; answer: yes some do, but not all of assignment. the board. This
them!) Correct! Some of these words do have similar endings. Wait not all He will be the will help her stay
of them have the same ending??? (Answer: No!) Correct, but they still recorder for the focused, but also
make the same sound, this is due to the long A sound. group to help on keep her involved
Today we are going to be tearing apart different words that have long As writing skills. in the class work.
in them! I will also have
Lets look at the word Today, and Rain. What is different about these Addie help hand
words? (they dont start with the same letters and do not have the same out materials that I
ending) Correct! What is similar about them? (they have the same sound) need during the
Correct! How can we tear apart the word today? (sound it out) Great job I day.
think that will be a great way to tear apart these words. Lets do that Addie will be the
together. T-o-d-ay. Wait does a and y make an A sound? (Repeat together reporter for the
once more; Answer: Yes!). Correct! They do make a long A sound, this is group assignment
our first example of long A, by using ay together. to help her focus
What about rain? (r-ai-n) Great job guys sounding out the word! What and keep her
two letters this time made a long A sound? (Answer: ai) Correct! Great attention.
job at finding the long A. Addie will also be
See class there is two ways to have a long A: ay and ai. I have two special using her graphic
 drills to help us to know when to use them. (Put on the board two lists one organizer to help
with ay and the other with ai). When you use an ai they are usually in the stay focused and
middle of the word, lets look at our words see if I am right. Lets now involved during
look at the ay: the ay comes at the end of the words. Does this happen?? the class.
(yes it does!) Great job at tearing apart the word!
What if I had the p- ,ai, - n on the board? Does this make a word? (I
think so!) Ok lets put the word back together. P-(make a pa sound) ai
(make long A sound) n (sound out the letters). What does the word
make? (Pain!) Great job! Could someone give me another example of a
long A using ai? (Gain, stain, etc.) Great job!
Lets do another one! What about l- and ay? What word does that make?
(Lay!) Great job! Could someone give me another example of a long A
word using ay? (Pay!) Great job guys.
What about d- and ai does that make a word? (Yes?) So close, but that is
not a word. Do we use ai at the end of the word or in the middle of the
word? (in the middle) Correct! You are right we use it in the middle so,
the correct ending would be? (ay) Great job guys! That was a tough one!
When doing the group activity we will have to make words using the ay
and ai. You will need to check with your group to make sure that they are
real words.
2. Group Activity: Class you will be working in groups of three with a
recorder, reporter, and materials manager. Each of you is assigned your parts
on your name tag: so everyone looks at your name tag to see which role you
have. Just as a reminder the reporter will be saying their answers out loud
when we go over the worksheet, and the recorder is the one who writes down
the words on the worksheet, materials manager is in charge of getting the
materials and putting back the materials. If the materials manager could come
up and get the two bags of cards and the worksheet from me, then we can
now start our group activity
In the baggies words are already torn apart: One baggie has letters that
can either be in the front of the word or at the end of the word, and then
the second baggie has the ai and ay long A sounds. Your jobs are to put
 the words back together and write them on the worksheet I will give you.
You will have five minutes to build the words.
What were some words that you found? (say, train, main,etc.) Great job
guys! Were there some words that had the same endings? (Yes! May and
say had the same endings) Great job that is correct!
It looks like you guys really understand how to tear apart and build words
with different endings! Due to this, I think you are ready to move on to
the assessment.
3. Testing Knowledge: The students will begin the worksheet over ai and ay
endings, using the sentences provided. We will do the first two together as
examples and then they must do the rest getting 4 out of 6 correct.

Extension/Elaboration:
Extension: The students will use the long A sounds ai and ay, by writing five
sentences. They must use both long A sounds 3 times in the paragraph, and will
read theres out loud in their groups.

Elaboration: The students will be given cut outs of letters and a list of words.
They will need to sound out each letter and make the words on the list. The
students will then come to me and verbally say the words, as well as locate the ay
and ai in each word.

Closure:
Review: What words use the long A sound ai? (pain, gain, stain,etc). What
about the long A sound ay? (today, may, say,etc.). What are the two
strategies that help us remember when to use them when making words?
Praise: You guys did such a great job today working on tearing apart and
building words. Thank you so much for not touching the materials until I
said to and being respectful to your classmates during group work.
Anticipation: Tomorrow we are going to be magicians and magically put
together words using prefixes and suffixes! Its going to be a lot of fun!
Assessment: I will give him some I will focus more
The student will complete the worksheet over ai and ay ending words using extra time to finish it, on the work she
the sentences provided answering 4 out of 6 correct, after doing the first two so that he does not completes rather
together in class. feel rushed. than quality.

Resources:
August, D., & Bear, D. R. et.al. (2011). Texas Treasures A Reading/Language
Arts Program (2nd grade teachers rd ed., Vol. 1, pp. 37H-61H). New York, NY:
Macmillan/McGraw-Hill.
August, D., & Gibson, D. L. et.al. (2011). Texas Treasures A Reading/Language
Arts Program 2nd grade Practice Book (p. 59-87). New York, NY:
Macmillan/McGraw-Hill.