Language Arts: Homophones 2nd Grade Lesson Plan C. Bonner-Johnson May 29, 2012 MVSC Vocabulary • 2.1.D.3.c. Use word structure to determine the meanings of words • 2.1.D.3.d. Use resources to determine the meaning of unknown words Objectives: • Students will identify and explain common homophones to increase vocabulary skill. • Students will use homophones correctly in sentences. • Students will learn academic language: homophone. • • • • • • • • • • • • • Engage Students will draw a picture of a bear. Teacher will ask what is this a picture of? Teacher will wait for students to respond. Teacher will then ask students to spell and write the word bear under the picture. Teacher will then have students write a sentence using the word bear. Teacher will then ask students to draw a picture of a cupboard (cabinet) with nothing in it. Teacher will ask students, “ what do you notice about the cupboard?” Teacher will wait for students to respond. Teacher will then ask students to spell and write the word bare under the picture. Teacher will then have students write a sentence using the word bare. Teacher will ask students to repeat both words and ask students what they notice about the words. Teacher will listen to responses to see if students will come up with the word homophones. Teacher will then say, “these words are homophones; words that sound the same but have different spellings and meanings. Then have students write the title of the lesson at the top of their Language Arts Journal. • • • • • Explore Students will look at other words that sound alike using transparency 1-8. Students will create homophone cards that will include the homophone and write a sentence using the homophone and share with their partner. Explain Students will watch a short video (Brain Pop) reinforcing what was just taught on homophones, therefore, further enhancing the understanding of homophones. Students will play a matching homophone game. Evaluate Students will complete Practice Book page 32, “Pairs of Pears” independently to assess students understanding of homophones up to this point. Students will be given 5 to 8 minutes to complete. The independent practice will be corrected together to give students immediate feedback. Extend Students will write down five homophone pairs. 1. dear deer 2. hear here 3. ate eight 4. tale tail 5. see sea Teacher will read a sentence and students will have to identify the correct homophone that is being used in the sentence by circling the correct homophone from the pair. Teacher will read parts of the book Dear Deer a Book of Homophones by Gene Barretta. Closure • Teacher will recap lesson on homophones by asking students, “ what have we learned today?” • Tell students that tomorrow we will review homophones by singing the “Same But Different Song Lyrics For Homophones.” Then at the end of the week students will be assessed on homophones by choosing 2 pairs of homophones, drawing a picture of each homophone pair and then writing a sentence for each homophone pair. Students will be given a list of homophones that will be geared toward their level ( AGL, OGL, BGL, & ESOL). • • • • • • • • • • Materials Transparency 1-8 Houghton Mifflin Practice Book – pg.32 Construction paper Pencils, crayons & markers Scissors Language Arts Journal Smart Board Video Visualizer Brain Pop Junior Book – Dear Deer; A Book of Homophones by Gene Barretta Theory to Practice A study done by Larry Gentry for the Department of Education called the Rinslands, “A Basic Vocabulary of Elementary School Children,” identified the homophones nest commonly used in children’s writing and showed how the relative use of specific homophones changed as writing skills developed. Students in the higher grades provided more running words for the study than in the lower grades. The resulting composite was found to be a little bias in the direction of the older writers, but the indication was shown that homophones were dominant at every grade level. Two homophone units – “there/their” and “to/two/too” – exhibited the greatest difficulty at every grade level. The important indication of these findings was that many homophone units generally considered to be the domain of primary grade instruction should be reviewed throughout elementary school spelling instruction (Gentry, Larry, 1982. Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, California). • • • • • Research done by The Education Alliance at Brown University shows that advanced levels of literacy require many types of cultural and world knowledge. According to the National Reading Panel, research indicates that basic reading and writing require competence in 5 areas: Phonemic awareness Phonics Vocabulary Development Fluency Comprehension We will look at vocabulary which has specific implications for ELLs. In order to read and write in English, ELLs must understand word meanings. They might be able to repeat or pronounce English without really understanding them. The same thing can occur with decoding words. ELLs may be able to decode words and produce the appropriate sounds without constructing meaning. Most ELLs acquire vocabulary in routines, play, and social interaction before they learn academic and rare words. Inferring the meaning of unknown words from context can be difficult for ELLs who may not fully understand that context. They need multiple exposure to new words in different contexts and they need the opportunity to use the words in meaningful contexts. Homophones, such as to, too, and two and due and do require explicit explanation. That is why having a variety of ways to learn vocabulary such as homophones is crucial. ELLs learn best when given the opportunity to listen, observe, participate, and interact. They link word sounds to predictable routines, concrete objects, pictures, gestures, physical movements, and experential activities ( Understanding the Challenges: Teaching Diverse Learners - Elementary Literacy, The Education Alliance. Brown University, 2006). Now the question is why should we learn homophones? 1. To increase our vocabulary 2. To build on that vocabulary as you go further up grade levels 3. Or, because they’re on the SAT that you have to take before going to college References Barretta, Gene (2007). Dear Deer; A Book of Homophones, Scholastic Inc., N.Y. BrainPop Jr. Animated Educational Site for Kids (1999-2012). Retrieved May 25, 2012, from www.brainpopjr..com/reading and writing/word/homonym Cooper, David and Pikulski, John (2005). Adventures Grade 2, Houghton Mifflin Company, Boston. Gentry, Larry (1982). Relative Frequency of Homophones in Children’s Writing. Southeast Regional Laboratory for Educational Research and Development. Los Alamitos, Calif. (1 July 82), ED 218660. Elementary Literacy: Understanding the Challenges (2006), retrieved May 24, 2012, from www.alliance.brown.edu/tdl/elemlit/ challenges.shtml