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Subject: Spelling
Topic: Identify Spelling Patterns
Grade: 2nd
Length of Lesson: 20 minutes
Introduction (Essential Question): Can students spell the spelling words and
recognize the difference between the long u and short u sounds in the words?
Standard: Spelling
Objectives:
ELA.2.R.C7.1
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable
words.
CCSS.ELA-LITERACY.RF.2.3.B
Specific Objective: Students will complete the Spelling Practice page with
at least 70% accuracy.
Materials:
Direct Instruction: The teacher will go over the spelling words with the students
while pronouncing each word. The teacher will give a pretest and have the students
sound out each word before writing them. After the pretest, the teacher will write
the words on the board while saying the letter names. The teacher will say each
high-frequency word and display a card with the word. The teacher will have the
students say the words, then the teacher will say them in a sentence.
The process will be repeated for the long u words. The teacher will help the
students notice that each word with the long u sound also has the spelling
pattern u_e. They will place the remaining words in another column labeled
Oddballs.
Differentiation: The teacher will preselect the groups before starting the
guided practice to place students in groups for peer-teaching. This will allow
the higher level students to help the lower level students.
Lesson Closure: Once the students have completed their pocket charts, the
teacher will instruct them to return to their seats. The teacher will write a
word on the board one at a time. The teacher will point to each letter and
have the students say the letter, then blend the sounds together, then say
the word. After saying the word, the students will tell the teacher if it has a
short u sound or a long u sound.
Pretest
Pronounce each spelling word. Read the sentence and say the word
again. Tell the children to sound out each word before writing it. After
the pretest, write the words on the board as you say the letter names.
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o (Example) Checklist:
o Name: John Doe
o 1=never 2=not often 3=often 4=always total points
possible: 28
o points:
23
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o Small- Group Work
Student is participating- 4
Student is saying each word- 3
Student is spelling each word- 4
Student is pronouncing each sound (example: /s/ /u/ /n/)- 4
Student is placing the words in the correct column (cup, cube, oddballs)- 3
Student is taking turns with each student in group- 2
Student is engaged and learning- 3