Spelling Lesson

Lesson: Spelling
Grade: 4th

Content Standards:

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

ELD Content Standard:

1. Make oneself under-stood when speaking by using consistent standard English grammatical forms and sounds; how
followed (e.g., third-person singular, male and female pronouns).

Big Idea:

1. The ability to understand common spelling patterns to become a better reader and writer.

Student Learning Objectives:

1. Students will understand the two different spelling pattern of final long e sound and demonstrate this by sorting given spelli

2. Students will be able to use sound cards to correctly spell a given word with a final long e sound.

3. ELD students will actively participate with whole class or small group by sharing sentences they create during the instructio

Academic Language:

For this lesson students will be introduced to their spelling words for the week. The pattern for the spelling words is the final long
with the sound card which represents this spelling. Students are familiar with the sound cards therefore they will be able to link th
pattern of the final long e sound. Students will also be sorting the spelling words in to a t-chart. This may be a new learning struc
explain and model how to use it.

Differentiation:

To level this lesson for all students I will be using several different methods. I will require that the students use their white boards
allow them to stay more engaged and have the opportunity to physical write the information that is being presented to them. This
spelling lesson so it is valuable to have the students writing the words as they are introduced. I will also pull a small group of stud
work who require more support. This will allow me to work closely with them and target their specific needs. I will be able to pro
instruction on the final long e sound and the spelling words.

Instructional Material:

1. White boards and dry erase markers

2. Student activity sheet (for sorting spelling words)

1. Anticipatory Set:

a. Conduct behavior/standards

Before beginning the lesson I will remind the students of the classroom rules and the rules for using white boards dur
them repeat the objective to me so the students are fully aware of what they will be learning during the lesson.
 b. Transfer

To build off prior knowledge I will remind students that each week we have a new list of spelling words and those wo
spelling pattern. I remind them of last week’s spelling pattern and then explain that I am going to introduce a new pat

c. Purpose

I will remind students that it is important to understand the sounds of letters to become better spellers which will help

d. Motivation/ hook

To motivate the students I will allow them to use their white boards during instruction and provide them with the opp
their boards where they can draw, play games, etc. if they follow the rules during instruction. I will also inform them
which is one of their favorite spelling games, at the end of the lesson.

2. Instructional Input:

a. Explicit Instruction

I will begin by drawing a two-column chart on the board. The students will be copying what I do on the board on thei
that this represents that there are two ways to spell this spelling sound. I will then place a spelling word in each colum
pattern (i.e. alley-ey or lonely-y, the focus is the end spellings of y and ey). Then I will present the students with ano
tell me which column it belongs in based on the way the word is spelled. I will guide the students into discovering tha
long e by having them guess what the spelling pattern is. We will continue sort a few more spelling words until the m
the pattern. I will check for the understanding by having the students use hand signals to tell me which column the wo

b. Collaborative Work

The students will then be assigned a Practice Book page to continue to practice sorting the spelling words. The page c
words and two labeled columns to sort the words into. The students will be allowed to work in pairs to complete the w
take a group of students to work with me at the side table. I will be working with the low ability students who require
check these students for comprehension and provided them with more instruction where necessary. After the class ha
review the page together to check answers. To do this I will say the spelling word and the class will tell me which col
naming the spelling pattern using a choral response. This will allow me to check for comprehension by listening to th
has EL students participate in a setting that allows them to feel comfortable speaking aloud.

c. Guided Instruction

Next the students will play PATO, which is a spelling game. The students are given the name of the sound card that r
For example, the word alley would be represented by saying “apple/lion/eagle.” The students are to use the sounds in
spell the spelling word. There will be a list of the spelling words on the white board. The students will then look at th
the letters that belong to the sound cards that represent the spelling word. Although this game seems complicated the
enjoy it very much. The students will write the word on their white board which will allow me to see if they are spelli
the room. I will also have the students hold their boards up before I give them the answer to see how many students w
the correct spelling and instruction on the spelling of the word using the sound cards.

d. Independent Practice

After playing PATO the students will write 4 sentences using the new spelling words. The students will need to use tw
pattern. At this time the spelling words will not be available for the students to look at therefore I will be able to see i
the sound cards. I will provide the students with the four words but the students will have to be able to identify the sp
underlining the words with one spelling pattern and circling the words that have the other spelling pattern. They will
sound cards to help them spell the spelling words correctly.
3. Closure

As a closure I will have the students make sentences with the other spelling words orally. This will help the students prac
will also have the class choral respond telling how the ending of the spelling word is spelled after a student shares a sente
encourage EL students to share their sentences with class to increase their oral language.

Assessment:

Throughout the lesson I will be informally assessing the students. During the explicit instruction I will be checking for the studen
activity to see if they comprehend the two spelling patterns of the final long e sound. The students need to understand that there a
final long e sound and how each of those patterns are spelled. I will also informally assess this objective by looking at their Practi
assessment because the students completed the page with a partner. I will formally assess this objective by looking at the students
be able to differentiate between the two spelling patterns of the final long e sound by sorting them into groups by underlining and
will need to underline the words with the ending y and circle words with the ending ey to demonstrate understanding that there ar
assess if the students were able to use the sound cards to spell the given words. I will assess this during the PATO game. The stud
the given sounds with the correct letters. These are new spelling words and some sound cards contain more than one way to spell
expected to get all of the spelling words correct but they need to be using the letters that are on the sound card that they are told.
using the sentences each student wrote. The students should be able to correctly spell the spelling word using the sound cards to a
will not be listed on the board at this time so the students will either already know how to spell the word or use the sound cards to
the word.