Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 39701
Fun With Compound Words
In this lesson, students will learn to identify, create, and determine the meaning of compound words. They will participate in a series of engaging
center activities to practice using compound words.
Subject(s): English Language Arts
Grade Level(s): 2
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Speakers/Headphones, Microsoft Office
Instructional Time: 2 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: compound words, Cloudy with a Chance of Meatballs, If You Were a Compound Word
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Compound Words Assessment.docx
Compound Word Cards.docx
Compound Word Meaning Graphic Organizer.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
identify, create, and determine the meaning of compound words.
use context clues to aide in determining the meaning of compound words.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to decode multi-syllable words using chunking strategies and grade-appropriate phonics strategies.
Students should be familiar with vocabulary strategies for determining meaning of words, including the use of context clues and dictionary use.
Students should be able to write simple and complex sentences with grade-appropriate grammar and conventions.
Guiding Questions: What are the guiding questions for this lesson?
What is a compound word?
How can you use the two smaller words in a compound word to help you figure out its meaning?
How can you use context clues to figure out the meaning of a compound word?
Teaching Phase: How will the teacher present the concept or skill to students?
1. See youtube video at http://www.youtube.com/watch?v=tOASe7Ol2hE for introduction of compound words.
2. Introduce the book If You Were a Compound Word by Trisha Speed Shaskan (820L). Ask students to look and listen for compound words as you read the book
aloud. Read the book.
page 1 of 4 3. Create an anchor chart on a piece of chart paper entitled "Compound Words."
First write the definition of a compound word: two words put together to make one word with a new meaning.
Then create a t-chart; title the first column "Word" and the second column "Meaning."
Go back through the book and select several grade-appropriate words to add to the chart.
Once the words are written in the "Word" column, model for students how to divide the word into its two parts and use its parts to help determine the meaning of
the word, which will be added to the second column.
If the meaning cannot be determined by the word parts (such as swashbuckler and bluegrass), then return to the book and model how to use context clues to
determine the meaning of the word.
Note: Another book that can be used is Thumbtacks, Earwax, Lipstick, Dipstick: What is a Compound Word? by Brian P. Cleary (710L).
4. Ask:
What is a compound word?
How can you use the two smaller words in a compound word to help you figure out its meaning?
How can you use context clues to figure out the meaning of a compound word?
5. Pass out attached word cards, one per student. Instruct the students to read their word, then move around the room to see if they can find a word to add to their
word to create a compound word that makes sense. Once a match has been made, those two students will stand together in the room. (Check to make sure their
word is correct.)
6. Have students share their word and give a definition of the word they created to the class. These words can be displayed on a compound word wall or posted for
student use during the guided practice activities.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Note: These activities will be taking place at the same time in center rotation. The teacher should have an established routine for center time and students should know
the routine and their placement in small groups. During center time, the teacher should circulate and provide feedback and guidance. The teacher can also pull a
struggling group of students for small group intervention. Generally, allot 15-20 minutes per center.
Center 1 (Reading): At this center, students will read the book Cloudy With Chance of Meatballs by Judith and Ronald Barett (AD730L, ATOS 4.3). They will locate
example of compound words and, using context clues and word parts, they will determine the meanings of the identified words. They will be provided with the
attached graphic organizer to record the words they find, predict their meaning, and explain how they determined the meaning. If students are familiar with using a
dictionary, they may check their meanings. If not, the teacher can provide feedback on their graphic organizers following the center rotation to address errors and
misconceptions.
Center 2 (Writing): Students will be provided with sentence strips and markers. In this center, they should write sentences using a predetermined list of compound
words. These sentence strips can be displayed in the classroom. Note: The number of sentences assigned may vary based on students' abilities. For example,
students can be asked to write three complete sentences using a compound word in each OR write one sentence using three compound words.
Go to http://www.spellingcity.com/compound-words.html to find a list of compound words. Click the red button for "Sample Word Lists." Scroll down to the bottom
of the page and click on the words "Click to view Compound Words at a glance" to expand the section to reveal compound words by grade level.
Go to http://www.firstschoolyears.com/literacy/word/other/compound/compound.html to find more word lists. Click on "Compound Words Word Bank" for a sample
word list.
Center 3 (Vocabulary): Students will make a shutter-flap foldable. A plain sheet of white paper in landscape position will be used. The ends of the paper will be
folded in to make shutters. The students will break apart the compound word and write one part of each flap. They will illustrate each word part with a picture to go
along with the word. Underneath the flaps, students will rewrite the compound word together at the top of the page. They will also write the definition and draw a
picture to go along with the compound word. Again, they can use a dictionary to confirm the meaning or the teacher can provide written or oral feedback following
center time. Students can create as many as they can within the allotted time frame or be given a specific number to complete, depending on students' abilities.
Center 4 (Word-building/Phonetics): Students will be provided with word cards that contain words that can be combined to make compound words. They will
create new compound words using the word cards and record them on a sheet of paper or white board.
Go to http://www.tips-for-teachers.com/printablecenters.htm to find word cards that contain compound words. Scroll down the page until you see Compound
Words. Click on "Compound Word Match" to access cards.
Center 5 (Computer station): Students will practice the creation and/or identification of compound words using interactive computer games.
Go to http://spellingcity.com/compound-words.html to find interactive games. Click on the green button "Click for Featured Games" to find several games.
Enrichment activities are also available on this page.
The site http://www.firstschoolyears.com/literacy/word/other/compound/compound.html will also have interactive games. "Compound Words - Walk the Plank" is
an interactive game as well as "Compound Words Memory Squares."
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Once students have been given the opportunity to practice with compound words in the center activities, they will complete a written assessment that includes
determining the meaning of compound words at the word and sentence levels and writing sentences using compound words.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Review guiding questions.
2. Display anchor chart and encourage students to continue to add to the compound word list as they locate new compound words in their reading.
3. Play Compound Word Trivia (see related resource).
Summative Assessment
Students will complete a written assessment that includes determining the meaning of compound words at the word and sentence levels and writing sentences using
compound words.
Formative Assessment
1. During the Teaching Phase of the lesson, the teacher will pass out compound word cards. The students will move around the room to find which words match. Once
a match has been made, those two students will stand together in the room. Once each students has found his/her match, the teacher will check the word to make sure
it is correct. These words will then be added to word wall or chart paper with the title "Compound Word List." The teacher will need to make the cards prior to the
page 2 of 4 activity. The cards can either be written out on index cards or cut and distributed from the attachment Compound Word Cards. The teacher can determine if students
know the concept of compound words by observing students during this activity.
2. During the Guided Practice portion of the lesson, the teacher can monitor student learning by observing the students working in the centers.
Feedback to Students
Students will receive oral feedback from the teacher during the direct teaching portion of the lesson and during the center rotations. Guiding questions include:
How do you know that is a compound word? What two words make up that word?
What two words can you put together to make a new word? How can you check to make sure that's a real word?
How do the smaller words help you determine the meaning of the compound word?
How can context clues help you determine the meaning of the compound word?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students will work in groups for the center activities. Groups can be strategically created to provide support for struggling students. The teacher may also pull a
group of students during center time for intervention.
Pictures can be displayed on word cards to provide support for struggling readers as well as students with language barriers.
Students can listen to an audio recording of Cloudy With a Chance of Meatballs as they follow along. Compound words from the book can be listed on the graphic
organizer in advance so that students only have to focus on determining meaning.
Compound word lists can be leveled and provided to students based on their reading and language levels.
Extensions:
A variety of activities are available through internet sites for follow-up activities. See Special Materials section for several websites that can be used to extend
learning.
Students can create a "My Compound Words Book" and record compound words they encounter throughout the year to be used in their writing.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Speakers/Headphones, Microsoft Office
Special Materials Needed:
If You Were a Compound Word by Trisha Speed Shaskan
Anchor chart: Chart paper/markers
Word cards (or teacher can make on index cards)
Cloudy With a Chance of Meatballs by Judi Barrett
Graphic organizer (attached)
Sentence Strips/markers
Paper for foldables
Word lists of compound words
Websites that provide free resources, including word lists, printable worksheets, and interactive computer games:
http://www.havefunteaching.com/worksheets/english-worksheets/compound-words-worksheets/
http://www.spellingcity.com/compound-words.html
http://www.firstschoolyears.com/literacy/word/other/compound/compound.htm
http://www.tips-for-teachers.com/printablecenters.htm
Further Recommendations: Students should know the routine for center rotations prior to this lesson. It is important to review the expectations for student
behavior during centers before engaging in the center activities provided in this lesson. Also, it will be beneficial to students to have each center briefly explained and
the expectations modeled/clarified before they begin the activities. The activities can also be used as whole group activities for practicing compound words.
Additional Information/Instructions
By Author/Submitter
Only parts a and d of the Florida Standard LAFS.2.L.3.4 are addressed in this lesson.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).
page 3 of 4 LAFS.2.L.3.4:
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,
additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and
phrases.
Attached Resources
Student Center Activity
Name
Description
Vocabulary: Compound Word
In this FCRR Student Center Activity, the student will identify the meaning of compound words.
Trivia:
page 4 of 4