Lit Dev Wordstudy Final April3

Nicole Carluccio
2015
April 3,
Word Study Lesson Plan (5 days)

Book: Pete the Car: Play Ball by Eric Litwin
In the book Pete the Cat: Play Ball Pete the Cat literally plays ball.
Throughout the book Pete the Cat does not always succeed on the baseball
field. However, he does always try his very best. The book teaches readers
that as long as they do their best there is no reason to be sad or
disappointed in themselves.
Day 1- Sight Words

Objective: Given a photo copy of the printed pages students will be able to
identify and highlight sight words within the text with 70% accuracy.
Standard: CCSS.ELA-Literacy.RF.2.3.f
Recognize and read grade-appropriate irregularly spelled words.
Introduce students to Pete the Cat: Play Ball by Eric Litwin. Begin by asking
them to make predictions about the book based on the cover. Introduce the
textual features such as the title, author, and illustrator.
Conduct a picture walk with the students and record their predictions on the
board. Take a class poll on if students think Pete the Cats baseball team wins
or loses.
Before we start to read students will already be familiar with their sight
words from their personal sight words ring.
After read aloud is finished students are given a photo copy of the pages
from the book and a fun colored high lighter. Students will read the pages to
themselves and high light words that they recognize from their sight word
ring.
Students then pair and share with a neighbor to see if their neighbor has any
words they didnt catch or vice versa. (Sight words for each individual
student may differ due to reading levels but that it okay!)
With any extra time students can review their sight word ring on their own
and put their hand on their head every time they come across a word they
recognize from the book. This allows teacher to visually assess if students
are recognizing sight words.
Day 2- Vocabulary
Objective: Students will be able to create their own drawings to represent
their vocabulary words and verbally explain why they drew what they did.
Standard: CCSS.ELA-Literacy.L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies.
Today we will discuss vocabulary words from the book Pete the Cat: Play Ball.
The words that will be the main focus of the days lesson are: mitt, team,
catch, umpire, pitcher, swing.
First, the words will be discussed in a whole group settings. The discussed
definitions will be written on the board and students will be prompted to take
simple notes about each word. (For example, the word mitt I would
anticipate students writing the word glove in their notes. Students will be
given 3-5 minutes to discuss the words and their own understanding of the
meaning with their tables.
After whole group and table group discussions take place students will be
given white printer paper folded so there are six boxes (this is an activity
that will have been practiced in September and familiar to students by the
middle of the year). Student will then write a word in each box and draw their
own interpretation of the meaning of the word. Students can draw whatever
they want as long as they can verbally explain how their picture connects to
the vocabulary word and its meaning.
Day 3- Vocabulary
Objective: Students will be able to role-play in a game of charades where
they must silently act out their vocab words while peers try to guess the
word.
Standards: CCSS.ELA-Literacy.L.2.5.a
Identify real-life connections between words and their use.
Students will select popsicle sticks with the shapes triangle, square, circle,
rectangle, diamond, and star. Students will then meet up with their peers
who have popsicle sticks with the same shape as them. Groups will have 5
minutes to discuss yesterdays vocabulary words from the book Pete the
Cate: Play Ball. Students may bring their drawings or notes from yesterday to
their groups.
When the 5 minutes is up students will then play Charades. Students will
work in groups of three or four to play charades with their vocab words. This
will first be modeled for them by me and a volunteer. The rules of Charades
will be reviewed. (This is also an activity that students will be familiar with. I
dont plan to use it weekly, but it is an activity that I would like to use once a
month or so.)
Day 4- Analogizing Words

Objective: Students will be able to properly analog words by constructing
word families using shaving cream on their desks 6 out of 10 times.
Standard: CCSS.ELA-Literacy.RF.2.3.e
Identify words with inconsistent but common spelling-sound correspondences
Specific words from the book such as bat, ball, big, get, way, not, sad, got,
best, low, run, will be used.
Students will be given a dollop of shaving cream on their desks. I will work
my way around the room saying a word like Bat, spell Bat in your shaving
cream. Okay what do we have? (students spell out in unison) Now I want
you to change the word to Mat. Students will practice changing the
beginning middle and end sounds of words based on my verbal instructions.
Day 5- Analogizing Words

Objective: Students will be able to categorize past and present tense words
by placing them in their designated column on a graphic organizer.
Standard: CCSS.ELA-Literacy.RF.2.3.d
Decode words with common prefixes and suffixes
Students will be asked to change words from present tense to past tense and
vice versa. Present tense words from the book such as has, do, play, run, hit,
throws, misses, pitches, swings, strikes, drops, wants, scores will be used.
Words they are supposed to use will be displayed on a graphic organizer.
Then a second graphic organizer will be handed out where students must cut
out present and past tense words and paste them on their the present
past section. Certain words such as ha, do , play, run, and hit will be bonus
words if they can identify present and past tense because they do not have
suffixes at the end. Changing those words to past tense will be addressed
further in future lessons!
Name:____________________________
_______________
Date:
Directions: Cut out words on the second page and glue them in the proper
box.
PRESENT TENSE
PAST TENSE
Has
Scores
Strikes
Wants
Swung
Misses
Drops
Pitches
Swing
Did
Pitched
Run
Do
Struck
Threw
Run
Scored
Had
Dropped
Plays
Played
Ran
Wanted
Missed
Throw

Lit Dev Wordstudy Final April3

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Nicole Carluccio

Word Study Lesson Plan (5 days)

Day 1- Sight Words

Day 4- Analogizing Words

Day 5- Analogizing Words

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