Part 6 - Language Tools
Standards
Standard 1: Foundational Knowledge
1.2 Demonstrate knowledge of reading research and histories of
reading.
1.3 Demonstrate knowledge of language development and reading
acquisition and the variations related to cultural and linguistic
diversity.
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics, vocabulary
and background knowledge, fluency, comprehension strategies,
and motivation) and how they are integrated in fluent reading.
Standard 2: Instructional Strategies and Curriculum Materials
2.2 Use a wide range of instructional practices, approaches, and
methods, including technology-based practices for learners at
differing stages of development and from differing cultural and
linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading
instruction for learners at different stages of reading and writing
development and from different cultural and linguistic
backgrounds.
Standard 3: Assessment, Diagnosis, and Evaluation
3.1 Use a wide range of assessment tools and practices that range from
individual and group standardized tests to individual and group
informal classroom assessment strategies, including technologybased assessment tools.
3.2 Place students along a developmental continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to plan, evaluate, and revise effective
instruction that meets the needs of all students, including those at
different developmental stages and those from different cultural
and linguistic backgrounds.
Standard 4: Creating a Literate Environment
4.2 Use a large supply of books, technology-based information, and
non-print materials representing multiple levels, broad interests,
and cultural and linguistic backgrounds.
Pages
156-160
164
160-163
148-150, 154-156,
166-171
148-150, 154-156,
166-171
171-174
152-154, 171-174
171-174
148-150, 154-156,
166-171
Part 6 - Language Tools
Title: “Think It Out” (48)
Grade: 2nd
Lesson Objective: Students will use the “think it out strategy” to spell phonetically
regular and irregular words.
IRA/NCTE Standard #6: Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques, figurative language, and
genre to create, critique, and discuss print and nonprint texts.
Introduce the Topic - Ask students to spell a word such as because. Students may
suggest a variety of spellings. Have students explain their spellings. Some potential
explanations may focus on sounding out the word, knowing which letters do/do not
belong in certain words, saying the word slowly, listening for all the sounds, and writing
all the sounds they hear. Explain to students that these are good strategies for 1st grade,
but that they will learn an even more important second grade strategy called “Think it
Out.”
Share Examples - Ask students to observe as you spell the word make. Say the word
slowly and write mak on the board. Explain how you sounded out the word and wrote the
sounds, but it still doesn’t look right. Model how to “think it out.” Go over long vowelsilent e rules and correct the spelling of the word. Complete this activity with at least 2
more words, such as great and running.
Provide Information - Share a chart (prepared beforehand) that shows the steps in the
“think it out” strategy:
1. Sound the word out and spell it the best you can.
2. Think about spelling rules to add.
3. Look at the word to see if it looks right.
4. If it doesn’t look right, try changing some letters, asking for help, or checking the
dictionary.
Supervise Practice - Pass out whiteboards and dry-erase pens for students to use as they
practice the strategy. Try time, what, walked, taking, bread, and people. As students
move through each step, they should hold up their whiteboards to show their work.
Assess Learning - End the minilesson by asking students what they learned. Have them
explain the process this way: First they sound it out, then they look it out, then they think
it out.