Bluefield State College

Daily Lesson Plan

Name: Emily Hicks

Subject:
Words

Date: 11/20/15

English/Phonics/Spelling

Grade: 4th
Lesson: 20-30 mins.

Topic: Spelling/Text
Length of

Introduction (Essential Question): Can I write and use my words

correctly?

Standard (s): ELA.4.R.C7.1

Goal(s): Children will be able to correctly write, say, and use my

spelling words correctly in context by the end of the week.

Specific Objective(s): Have whole class up to the standards of their

learning level on spelling and phonics.

Method(s): Phonics game. Children will pronounce the phonic

chunking of the words as written on the presentation board in front
of them. I will point to the word at the right of it and say sound and
then slide my finger under the written letter(s) which will be the
signal to say the sound out loud. The children will look for the signal
repetitively ass I write the different chunks. They will then be asked
to blend the sounds after they have been written together and
sounded separately. The children will the wait for me to place my
finger to the right of the word and then say word. They will then say
the whole word as I slide my finger under the word.

Materials: (including technology, internet sites) Presentation board

(white board or paper board), markers, list of words from story,
pencils, paper.

Direct Instruction: Words from the list will be written on the

presentation board. The children will individually as called on will
name off the words with the same signal as in the before game.
When pointed to the right of the word by the teacher and the
teacher says word, the child will say the word as the teacher slides
their finger under the word. On a paper, the child will be given a
plus for each word they can pronounce and a minus for the ones
they cannot name. Paper will be sent home so parents know what
words trouble their children.

Guided Practice: Children will work in groups and try to say the
words to each other. If they cannot say a certain word, a person at
their table will try and help them without telling them the word
directly if possible.

Differentiation: When doing the game, give the children who need
extra help a little extra time. Give them encouragement that you
know that they know the word.

** Lesson Closure: Have the words all up where the children can
see them, and have them repeat the words back to you as a class
after you say the entire list once.

Independent Practice: Children will be given the list of words and

write them one time each as homework.

Assessment: Evaluation of Lesson (objectives met?) Have children

write as many words as they can remember as their ticket out the
door.
2

**Lesson Reflection: Have children write words more than one time
as homework.