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Susan Hart

DIFF 598
Lesson plan #2
CKLA Skills Unit 3, Lesson 11
The Big Race (Kids Excel Reader)
Spelling of /ie/ words and spellings: i_e, i, ie, and odd spellings: igh, and y
In this unit, students will:

be able to describe how reasons or facts support specific points the


author makes in a nonfiction text
use knowledge of the letter sound correspondences that have been
taught to distinguish and correctly read long and short vowels in onesyllable words.
Read and write words spelled with common vowel teams
Read and write words with r controlled vowels
Read, write and decode words with common suffixes (-ing, -ed, -s, -es,
-tion)
Read grade-level text with purpose and understanding
Write a narrative with a title, sequence of events, and conclusion
With guidance and support, complete a process writing piece that
includes revisions and editing
Capitalize proper nouns including: holidays, product names and
geographic names.
Lesson questions:
What are common spelling patterns for words with the /ie/ sound?
Can students answer text-based questions by recalling details of a nonfiction text?
What is the main purpose of the non-fiction text?
NYS CCLS addressed, Lesson objectives:
o
Read decodable text that incorporates the letter-sound
correspondences /ie/, /ae/, and /oe/ taught with sufficient accuracy and
fluency to support comprehension (RF.2.4)
o
Ask and answer questions orally or in writing, requiring literal recall
and understanding of the details and/or facts of a non-fiction text
read (RL.2.1)
o
Identify the main purpose of a non-fiction text read including what the
author wants to answer, explain or describe (RL.2.6)
Assessment:

Oral/written responses to text-based questions (group


discussion/independent practice)
Worksheets 11.2, 11.3: Decoding and reading accuracy of /ie/, /ae/, and
/oe/ words in context.
Stations: Written work

Opening: Explain to students that we will be learning about a new vowel


sound today long i, /ie/. We will also be reading, The Big Race the
conclusion of the swimming sisters.
Procedure:
Review short vowel sound /i/
o

Students will provide words with the short /i/ sound.

Introduce long vowel /ie/


o
o

Use tie for example and demonstrate spelling pattern ie


Students will be asked to demonstrate prior knowledge by providing
other words that contain the /ie/ sound.
o

Words will be placed in columns by spelling pattern students


will identify spelling patterns that stand for the /ie/ sound.

Introducing the story, The Big Race


This group of students will read text together using the active board.
o

Remind students that the last two stories were about Val and Kims
training. Ask students to think what todays story may be about.

Briefly review characters, setting, and events in yesterday's story.


Discuss the title of the story, The Big Race and ask for predictions from
the students.

Briefly review challenge vocabulary and phrases that may be


unfamiliar to some students.

Story will be read whole group. Intensive learners may struggle with
reading lexile of story. Whole group reading will be used for modeling
fluency (At this time, students that have mastered content of lesson will
be asked to read independently and answer written questions about the
Big Race).

There are three educators in the classroom. Students are tiered by


reading readiness: extra support, guided practice, and
benchmark/challenge.
Due to large spectrum of learners, students that have mastered content will
be working independently and in stations.
Small Group intensive and strategic learners will continue o read a column of words with the /ie/ sound and their spelling patterns
o identify and categorize /ie/ spelling patterns

o
o
o
o

o Group 1: Mrs. Hart extra support:


Review /ie/ words
Students will work in small group to complete worksheet 11.2, 11.3
Assessment review of /ie/ words spelling tree
Sequencing worksheet 11.4 will be completed collaboratively

Remediation: Long I activities sort, label, draw words with long i.


o Group 2: Mrs. Trzyna guided practice.
Mrs. Trzyna will offer assistance when reading story and completing
worksheets 11.2 11.4
Extra support if needed: write the room activity finding things that are
spelled with long I (white board, light).
o Group 3: Ms. Koch benchmark/challenge: Lesson material is
compacted for students that are considered gifted and talented.
o

Partner/independent reading

o
o

Written questions
Stations: computer, writing, reading

Extended learning website about swimming facts and safety, writing a


friendly letter to Kim and Val, leveled reader book and comprehension
questions

Closure:
o Watch short video of swim meet 200 freestyle
https://www.youtube.com/watch?v=4z1MuAJjEVM
Materials: reader, teacher guide, worksheets, video, interactive white board,
computers, leveled reader

Worksheet A

Name________________________________________________________
Date_________________________________________________________
Answer the questions by finding the evidence in the story, The
Big Race
1.)

Before the race begins, Why does Grover Castro have a


bad case of the nerves?

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2.)

What race did Val Castro win already at the swim meet
before the 200 Free?

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3.)

What races did Kim Castro win at the swim meet?

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4.)

Describe Kim Castros start of the 200 Free Race.

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5.)

What does the author mean when he says, Kim was still
winning, but Val was closing in on her.

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6.)

Why did the parents and the swimmers look at the clock
at the end of the race?

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7.)

Think about how you would feel if you had to compete


against your sister or brother in a race. How would you
react if you won or lost the race?

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Worksheet B

Name________________________________________________________
Date_________________________________________________________
Go to kidshealth.org to learn more about swimming safety.
Answer the questions below from information on the website.
1.)

Why is it important to be safe in the water?

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2.)

What are some important rules to follow when swimming


in a pool?

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3.)

What are some other places you can swim?

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4.)

What are important rules to follow when swimming at a


beach?

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5.)

Where is your favorite place to swim?

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Worksheet C

Name________________________________________________________
Date_________________________________________________________
Go to Swimmingpool.com to learn some interesting facts about
swimming. Write some of the facts you learned below to share
with the class and at home.
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