Title – To, two, or too?

By – Dawn Miller

Primary Subject – Language Arts

I. Grade: 2nd

II. Objective: The students will be able to verbally distinguish between to, two, and too.

III. Procedures:

• Focus — The teacher will introduce the words to, two, and too by asking for volunteers to tell the meaning of each word. The teacher will ask the student to use that word in a sentence.
  
• Input — The teacher will lead the class in a discussion about the difference between to, two, and too. The teacher will add to the student’s definitions of each word.
  
• Modeling — The teacher will choose three students to help model what the class will be doing. Each of the three students will be holding a different card containing either to, two, or too. The teacher will read a sentence and ask students in the class which of the words belong in the sentence. The person holding the card has to agree with the student who submitted the answer. If they agree, the student holding the card gives the student who gave the correct answer the card to hold for the next question.
  
• Check for Understanding — The teacher will ask the students if they understand the assignment. The teacher will ask if there are any questions on the difference between to, two, and too.
  
• Guided Practice — The teacher will read a series of sentences asking students to do what was modeled. Sentences were read until every student participated in either answering a question or holding a card.
  
• Independent Application — The teacher will ask if there are any questions about the activity they just did. Students will make up their own short stories correctly using to, two, and/or too.
  
• Closure — The students will have time to share their sentences they made up and spell to, two, or too according to how they used it in their stories. The teacher will review by orally “quizzing” students on the definitions/examples of to, two, and too.

IV. Materials

3 index cards (to, two, and too)

Paper

Pencil

Teacher read sentences

V. Assessment: Students will be assessed through informal observation while answering the question of which word belongs in the blank. Students will also be assessed through written evaluation of using to, two, and too in their short stories.

VI. Accommodations: To incorporate movement into your lesson, you could have the student’s race to the correct spelling of the word, in which the words would just be posted on the board. *Safety would have to be enforced.

E-Mail

Dawn Miller

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