LESSON 2 - SPELLING (1ST
I. OVERVIEW OF LESSON
A. April 8, 2011
B. 20 minutes
C. Ms. Caldas
D. Grade 1: Spelling
II. BIG IDEA
The students will understand that effective vocabulary builds social and academic knowledge.
III. ESSENTIAL QUESTIONS
1. How will the students understand that effective vocabulary builds social and academic knowledge through spelling?
IV. PENNSYLVANIA STATE STANDARDS
1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas.
V. GENERAL OBJECTIVES
The students will understand how effective vocabulary builds social and academic knowledge.
The students will understand how to spell different words
VI. BEHAVIORAL OBJECTIVES
The students will learn how to spell words by making words out of paper letter cubes provided for them.
VII. INSTRUCTIONAL MATERIALS
A. Blue pocket holder
B. Note cards with different words on them
C. Strip of paper letters
IX. INSTRUCTIONAL PROCEDURES
The teacher will hand out the strip of letters and tell the students that they will be spelling several words using these letters.
The teacher will tell the students that they are playing a game. The teacher will tell them that they are going to try to make as many words as possible with the letters that were provided for them.
· The teacher will introduce the “Making Words” activity.
· The teacher will then hand out the letter strips and instruct the students to cut out each letter.
· The teacher will then instruct the students to place the words in a line, vowels first and then the consonants.
· The teacher will then say the first word aloud.
· The students will then spell the word with their letters.
· Once the students have spelled this word correctly, the teacher will call on a student to come up and use the note cards to spell out the world on the pocket holders.
· The teacher and students will repeat the process until all the words using the specific letters are spelled out correctly.
· At the end of the lesson, the teacher will give the students the opportunity to spell on big word using all the letters they have. This is called the “challenge” word.
· When a student(s) spells the challenge word correctly, one student will come up and spell out this word.
D. STRATEGIES FOR DIVERSE LEARNERS
This activity is great for all types of learners. The students are able to spell out the words using manipulatives which caters to hands on learners. Almost every student also gets the chance to come up to the pocket holder and spell out the word in front of the class with the note cards. This gets the students moving around and lets them get out of their seat. Once the students have spelled out the word correctly themselves, they also are able to see it visually in the front of the room.
E. SUMMARY AND CLOSURE
The students will try to figure out the challenge word. The teacher will then conclude with re-reading all the words that were created.
The teacher will walk around the room to observe whether or not the students are spelling the words correctly. She will also see if the students are spelling the words correctly when they come up to the front of the room to spell the words for the class.
XI. SUGGESTED INSTRUCTIONAL STRATEGIES
W: The students are informed that they will be using their letter tiles to spell out words at their seats. They understand that the teacher will be walking around the room looking at everyone’s spelling. One student will be asked to come up to the front of the room and spell the word for the class.
H: To hold the students’ interest the teacher will move through the game at a quick pace so the students are forced to race against time to spell the words quickly and correctly.
E: The challenge word that is used to create the other words within it is a word that the students will hear in everyday life. All students, no matter what academic level, will be able to understand the definition of each word.
R: The students will reflect and revisit each word in their daily writing during school. They will revise and rethink their words during the lesson especially if they spell the word incorrectly and have to go back to change it.
E: The students will be able to express their understanding by spelling the words correctly at their desks with the word tiles they are given. Once the word is spelled correctly at the front of the room, the students will be able to self assess themselves and determine whether or not they had the correct spelling.
T: The game is fast pace so when the higher level students have already spelled out the words and one of them is up in the front of the room spelling the word for the class, I will walk around to all of the students that are struggling and help them out as much as possible. These students are receiving help not only from their peers but from their teacher as well.
O: When the words are first presented the teacher guiding the students. As soon as the word is said aloud the students are independently spelling.