GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN FORMAT

NAME: Heather Coulter DATE: 2/4/20

SUBJECT: Spelling/Phonics GRADE LEVEL: 2nd grade

Topic and General Goal: Spelling: R-Controlled Vowels

Students will read and spell words with r-controlled vowels.

I. REFERENCE TO PA OR COMMON CORE STANDARDS

Standard - CC.1.4.2. F

Demonstrate a grade-appropriate command of the conventions of standard English grammar,

usage, capitalization, punctuation, and spelling. • Capitalize proper nouns. • Use commas and

apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult

reference material as needed.

Standard - CC.1.1.2. D

Know and apply grade-level phonics and word analysis skills in decoding words. •

Distinguish long and short vowels when reading regularly spelled one-syllable words. •

Decode two-syllable words with long vowels and words with common prefixes and suffixes.

• Read grade-level high-frequency sight words and words with inconsistent but common

spelling-sound correspondences. • Read grade-appropriate irregularly spelled words.

II. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

-Students will spell words, using spelling patterns and phonics to decode words, by correctly

spelling r-controlled vowel spelling words in their journals.

-Students will identify the r-controlled vowel spelling pattern in each spelling word by sorting

spelling words by r-controlled vowel spelling patterns on a worksheet.

vowels and spelling words, worksheets for each student response

-Student materials: pencil, crayons, journals

IV. A. INTRODUCTION

The teacher will display the R-controlled (Bossy R) vowel Google slides. The teacher will say

that we will learn about r-controlled vowels. When “r” is next to these vowels, the “r” controls

the sound the vowels make. The teacher will read the “I can” statement to students while they

repeat it back. This slide has a picture of a cartoon with an “R” on it yelling through a

megaphone at another cartoon character (with vowels on it), as a visual representation of “Bossy

R-Controlled Vowels” for students, and to spark their interest in the lesson.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

1. The teacher will then display the “Bossy R” Jack Hartmann video. This song is an introduction

to the different combinations of r-controlled vowels with word examples. Students can stand at

their desk and do the motions for movement. This will be a kinesthetic activity for learners.

video link: https://youtu.be/bp8arskkcXg

a “Bossy R”. The teacher and students will echo read each vowel and say each vowel’s sound.

These will be written on the board. The teacher will emphasize that when the bossy “R” joins the

vowels, it controls their sound. The teacher will add the “r” to these vowels on the board. The

teacher and students will echo read each vowel-controlled pair and corresponding sound.

3. The teacher will introduce this week’s spelling words with r-controlled vowels in them. The

teacher will stress to look for the “Bossy R” sounds in each word that have the /ur/ sound in

them. The teacher and students will echo read each word while the teacher first demonstrates

sounding out the sounds in each word, then blending the sounds, and saying the whole word.

4. The teacher and students will

do “rainbow writing” with the

spelling words for the week with

r-controlled vowels. The teacher

will read and spell out each word,

while writing it in green on paper.

teacher will then select a student to spell the word again while teacher and student write the word

in red over top of the first word, while the teacher displays her paper on the projector. The

teacher will then select another student to spell the word out while students and teacher write the

word again in blue, while the teacher displays her paper on the projector. This will continue for

each word. Writing their spelling words three times each will help students notice patterns, help

them to better move their spelling words to long-term memory through repetition, and to become

more familiar with their spelling words.

5. The teacher will pass out a word sort worksheet. Students will independently sort their

spelling words by r-controlled vowels spelling patterns and write the word under each one.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

Process: Students will learn kinesthetically and auditorily through music and movement in a

song video, they will learn kinesthetically by writing their spelling words multiple times,

students will learn visually through information presented on the Smartboard, and visually and

auditorily by modeling and guided instruction from the teacher.

Product: Students will complete rainbow writing of their spelling words multiple times and they

will complete an r-controlled spelling pattern worksheet.

Learning environment: Students will stand up at their desks during the song instead of sitting at

their desks.

D. CLOSURE (SUMMARY)
The teacher will reinforce that when the letter “r” is next to some vowels, the “r” controls the

sound that the vowel makes. the teacher will remind students that today we learned about r-

controlled vowels that make the /ur/ sound: -ur, -er, -ir, and -or.
V. ASSESSMENT/EVALUATION

-Students will spell words, using spelling patterns and phonics to decode words, by correctly

spelling r-controlled vowel spelling words in their journals. Assessment will be formative- while

the teacher monitors students while they sound out sounds and words, read their spelling words,

and write their spelling words. The teacher will provide guidance as needed.

-Students will identify the r-controlled vowel spelling pattern in each spelling word by sorting

spelling words by r-controlled vowel spelling patterns on a worksheet. This will be assessed

summatively after the lesson, as students complete this independently.

VI. MODIFICATIONS AND/OR ACCOMMODATIONS

NO MODIFICATIONS NEEDED

ACCOMMODATIONS: Movement at the beginning of the lesson will be helpful for students with

ADHD to keep them engaged. writing their spelling words in different colors will also keep

students engaged in the lesson instead of just passively listening during it. The r-controlled

vowel pairs will be written and displayed on the board for struggling students.

VII. SELF-EVALUATION

Cooperating Teacher Approval _________________________________________________

To introduce new spelling words for the new literature unit, I really wanted to give

students a firm grasp of the concept of r-controlled vowels and an understanding of what makes

up each spelling word. We started with comparing regular vowels sounds to the sound that the

“bossy r” changes the vowel sound to when next to it. We then read each spelling word together,

breaking down the sounds in each word. We then did rainbow writing with our spelling words

together. This was good practice in following directions- waiting for directions, using the correct

color, and listening for instructions. I also think it helped for students to write their spelling

words multiple times- and gives their muscles kinesthetic practice writing the same word

multiple times (which will help them recall words on their test). I hope this will be a good base
for them for the week. Students also seemed to enjoy using the markers to mix things up from

the usual paper and pencil. I also think they liked spelling out the words for their classmates

when it was their turn. It gave them a little confidence to be able to share something with the

class (being able to tell their classmates how to spell words). The Jack Hartmann video also

seemed to be helpful for students. With this, the students were able to pick out the “bossy” r-

controlled vowels presented in the song to see a difference the words make without and with the

“bossy r”. After the song, when they saw their spelling words they would say “Oh no, there’s the

bossy r coming for the vowel!”, which was just reinforced that they were picking up the concept

of the r-controlled vowels. I also noticed that students were able to complete the independent r-

controlled pair word sorting worksheet, students were able to complete it faster, because they had

a thorough introduction to the words.