UW-Platteville SoE Lesson Planning Template

Name: Sarah Thiel

Lesson Title: Spelling- Introducing Words
Grade level(s)/Course: 4th grade Special Education
Date taught: 11/11/13
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title:
Publisher:
Date of Publication:
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
The lesson is done with validity and fidelity.

Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
On Monday, the spelling words are introduced. Each day the students will do an activity/
assignment with the words. On Friday, they will have a spelling test.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
List any other special features of your school or classroom that will affect the teaching of this
lesson.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students: 2
Males: 0
Females: 2
Students with Special
Number of
Accommodations and/or pertinent IEP Objectives
Needs: Category
Students
Students with IEPs
2
English Language
Learners
Gifted

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504
Students with autism
or other special needs
Students with
Behavioral Disorders
INFORMATION ABOUT THE LESSON
Standards and Grade Level Expectations (GLE)
CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.4.2d Spell grade-appropriate words correctly, consulting references as
needed.

Enduring Understanding and/or Essential Question

What is the pattern of vowel sounds in this weeks spelling list?
Objective(s):
Students will become familiar with their spelling words and form an
understanding of vowel sounds by participating in the fill in the missing vowel
activity.

DOK
Recall
Skill/concept

Academic Language related to the lesson

Vowel sounds- long sound and short sound

Prior Learning/Prior Thinking

Students need to know the difference between vowels and consonants.

LESSON IMPLEMENTATION
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Procedures:
1. Anticipatory Set (Review/Preview)
I will review expected behavior with the students, and encourage hard work.
2. Purpose Statement
Today, well be taking a look at a new list of spelling words and doing an activity with them.
3. I will introduce the spelling words by reading them aloud. Then I will have the students take
turns reading them aloud.
4. I will ask the students if they notice a pattern with their spelling words. I will explain that they
have the short A sound. I will describe the short A sound and the long A sound, so they can hear
the difference.
5. Then I will write words on the board with the vowels missing, and the students will take turns
coming up to the board and writing the vowels in. I will assist them as needed.
6. After that activity, we will move into the formative assessment piece. I will place different words
and pictures on the table. The students will share if they have a long or short A sound.
Closure:
I will close the lesson by asking the students if they can give me some examples of words with long and
short A sounds.
Differentiation (Content, Process, Product)
List of nine spelling words.
Materials and Resources
Dry Erase board and markers
Pieces of paper with words and pictures on them
Classroom Management/Democratic Practices
Before the lesson, I will remind the students of what the expected behavior is. I will encourage them
throughout the lesson and assist them as needed.

ASSESSMENT
Formative
Before the lesson

Summative

Ask students if they notice a

pattern with their spelling
words
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During the lesson
After the lesson

Picture and word activity

Other weekly activities with
spelling words

Friday spelling test

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