Miss Erin Grace Penley



Header: Word Study Week 3 Groups – ABC OrderStudent Name: Erin Grace PenleyGrade Level: 4th School and CI Name: Stone Robinson, Liz ShifflettDate of Lesson Enactment: 9/24/14Topic: Reading & WritingEnduring Understandings: There are certain rules for the English language yet some aspects of the language have little explanation and must just be learnedYou can learn these spellings rules for the English language to decode new vocabularyEssential Questions: What are the spelling rules for various words in the English language?Why would a certain word/words be in an oddball category?Primary Content Objectives:Students will know: Group 1: r-controlled vowels (focus on e)+ the sounds of long “e” versus short “e”+ “er” – stands for a schwa sound + “eer” and “ear” – stands for long “e” sound+ definitions of “herd” and “heard”+ explanation for why words “earth”, “heard”, and “learn” are oddballs in this category (“ear” pattern but does not have a long “e” sound)+ which words fit under the “er”, “eer”, and “ear” categoriesGroup 2: short and long o+ the sounds of long “o” versus short “o”+ CVC – stands for consonant, vowel, consonant; short “o” sound+ CVCe – stands for consonant, vowel, consonant, silent “e”; long “o” sound+ CVVC-oa – stands for consonant, vowel, vowel, consonant; long “o” sound (if there are two vowels beside each other the first vowel is voiced, not the second; in this case, you do not hear the “a” sound)+ CVV-ow – stands for consonant, vowel, vowel; long “o” sound + open syllable – the last sound in the word is a vowel sound even if there is a consonant at the end (ex: this sort has the “ow” category where only the “o” sound is heard, not the “w”) + discuss “know” because it has the “k” letter at the beginning but the “k” is silent+ which words fit under the “CVCe,” “CVVC-oa,” “CVV-ow,” “CVC”Group 3: edrop versus nothing for inflectional ending –ing+ understand the base word with a silent “e” at the end will drop the “e” before adding –ing+ edrop – stands for the header where the words with a silent “e” at the end in the base word drops the “e” when adding –ing+ nothing – stands for the words that when –ing is added the base word stays the same+ VCe – stands for vowel, consonant, silent “e”+ VVC – vowel, vowel, consonant+ the definitions of all of the words+ -ing provides the base word with various verb tenses+ which words fit under the VVC, VCe, e-drop, or nothing categoriesStudents will be able to do: Sort their sort words under the correct headersAfter, they have sorted into the categories then they must rearrange the words in alphabetic order under each header (can use the alphabet posted in the room)Write the finished product (after having it checked by me) in their word study journalExplain their reasoning when completing their sort Highlight the feature in each word (or the base word in the –ing form)Related state or national standards: Communication: Speaking, Listening, Media Literacy 4.1 The student will use effective oral communication skills in a variety of settings.e) Use grammatically correct language and specific vocabulary to communicate ideas. h) Demonstrate the ability to work independently. Reading 4.4 The student will expand vocabulary when reading. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. e) Use vocabulary from other content areas.Writing4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.g) Use correct spelling for frequently used words, including common homophones.Assessment: Class check (Formative)+ I must check the sort before they write it in their journals + I also will be checking throughout the station to make sure that they start on time and if they begin to make mistakes then I will be right there to redirect them+ their order of the words are correct if the first letter of each word being near the beginning of the alphabet is at the top of each category and continuing down the category by the first letter in the wordCategory explanation (Formative)+ if they choose a wrong category they must explain to me why they placed the word in the wrong category+ questions like: “Why does it not fit in that category?” “Is there a better category?” “Which word doesn’t fit/go with the others?”Collection (Formative)+ we will collect the journals on Friday to determine if they completed all of the assignments+ they receive specific marks if they have completed the task in a gradebook then is returned back to them for the next week+ most of the time since we have been completing the tasks in class, there are not many students who haven’t finished the assignments but if they have them left, they must finish them for homework Word Study quiz (Summative)+ word study quiz on Friday + the first twenty words are called aloud and the student must write the word correctly under the right header+ they will be marked down for either misspelling the word no matter which category they wrote it under, or if they write the word under the wrong category then they are also marked downDSA (Pre-assessment)+ all students were tested at the beginning of the year to determine the students’ knowledge of various word study features within various word study stagesMaterials and Resources: ABC chart (posted in the room)A set of their weekly vocabulary wordsTheir word study journalPencil Highlighter Word study job sheet (see below)Word study words (provided by Words Their Way; see below)Key Vocabulary and Definitions:Open syllable - the last sound in the word is a vowel sound even if there is a consonant at the end (ex: group 2’s sort has the “ow” category where only the “o” sound is heard, not the “w”)Vowel – a, e, i, o, uConsonant – the letters that are not vowelsBase word (for group 3) – a word that can stand on its own but can have other parts of words like endings added onto itHomophones – two or more words that have the same sounds but are spelled differently and have different definitionsInflectional ending – (for group 3) an added ending to a base word that changes the verb tense (ex: -ing or –ed)Nonsense word –(for group 3) a word that doesn’t make sense, or an actual word in the English language Schwa sound – (for group 2) a type of sound make by certain letters like “r” that change the sounds of other letters (ex: er)Lesson Procedures: Introduction and goal orientation:This is the third day that the students have been working with this week’s wordsThey have completed the ABC order job in word study for a couple weeks nowIf they do not remember the instructions then the job is described in their word study jobs sheet (provided below)Connecting to prior knowledge and experiences: This activity is providing a link for students to practice working with their vocabulary words3. Tasks and activities: - Sort their sort words under the correct headers- After, they have sorted into the categories then they must rearrange the words in alphabetic order under each header (can use the alphabet posted in the room)Write the finished product (after having it checked by me) in their word study journalHighlight their main features for the week (this will be explicitly explained)+ group 1: highlight the “r” feature in each word – “er,” “eer,” “ear”+ group 2: highlight the “o” feature in each word – “oCe,” “ow,” “oa,” “o”+ group 3: highlight the base word in each matching –ing word (the part of the base word that they highlight is a “nonsense” baseword as it’s not a true word without the “e” on the end)If they don’t finish then they must do whatever they didn’t finish for homeworkExplain their reasoning when completing their sort Closure: Anything that they do not finish will be for homeworkAccommodations for individual differences: The lesson is already differentiated by different word study groups+ we determined the word study groups by administering a DSA test for the various word study stages and featuresFor those students who need more scaffolding, I may demonstrate one or two examples for the highlighting portion of the lesson since that has not been introduced yetThose who need more help may work with me during the blind sort to encourage them and push them forward to finish the task and finish it correctlyBehavioral and organizational strategies: They have worked individually on word study tasks for a few weeks now but I will have to push some of the students to stay on task since the stations rotate fairly quicklyOne student in particular will need encouragement once he becomes frustrated because he tends to want to completely stop and becomes extremely upset once he begins to make mistakes (I typically stand in proximity to him and aid when needed) For the two homophones for group 1, I may need to remind the student administering the blind sort what the definitions are by providing an example sentence (or make sure that they are using the correct definition in the sentence)The students will be instructed, at the beginning of the stations, about which supplies they will need for each station and actually bring their supplies with them to each stationWe always draw a station chart on the whiteboard at the front of the room to indicate where each group is at each station Once the time is up at a station there is some behavior management skill to draw their attention to move to the next station (like “hands on top,” a chime, “give me 5”) (Credit: The framework for this lesson plan follows the Understanding by Design approach to lesson planning, Wiggins & McTighe, 2004)Ms. Shifflett’s and Miss Penley’s Syllable Juncture Word Study (Group 3)Feature – Adding –ing to words with VCe and VVC patterns (e-drop vs. nothing)useusingeateatingclosemoanwave writingdreaminglookingdreamskateclosingtradingcleaningcleanwritemoaningtradeskatingwavinglookmailmailingJobs – Please remember to write the job and date on the top of each page in your word study journal. Monday – Word Sort Using the features as your headers, cut and sort your words and write them neatly in your word study journals under the headers. You will put your word cards into your baggie.Tuesday – Speed Sort Using a stopwatch, you will time your partner as they sort their words. You both will sort your words 2 times and write down your times in your notebook. You are allowed to sort your words more than twice. Wednesday – ABC Order Sort your word cards into ABC order under their headers. Have them checked by an adult, and then write them in your word study journal. Thursday – Blind Sort & Practice Test Work with a partner and have them say each word aloud to you without you seeing it. You will point out which category the word fits in to your partner. Once you have accurately placed all the words in the right categories your partner must sign their name in your notebook. If you mix up a word then you must start over.You will need to also take a practice test in your word study journal tonight for homework. Remember, it needs to be in sort form and you need to get it checked and signed by an adult in your house. If you miss a word, write it correctly 3 times. Friday – Quiz! Have a great weekend!Mrs. Shifflett’s and Miss Penley’s Within Word Word Study (Group 2)Feature – Short and long o (CVCe, CVVC, CVV, CVC) 1. froze2. coal3. show4. stock5. slow6. globe7. coach8. blow9. grow10. lose11. Rome12. roast13. flow14. throw15. row16. long17. close18. oat19. mow20. know21. wrote22. roam23. loafJobs – Please remember to write the job and date on the top of each page in your word study journal. Monday – Word Sort Using the features as your headers, cut and sort your words and write them neatly in your word study journals under the headers. You will put your word cards into your baggie.Tuesday – Speed Sort Using a stopwatch, you will time your partner as they sort their words. You will each sort your words 2 times and write down your times in your notebook. You are allowed to sort your words more than twice. Wednesday – ABC Order Sort your word cards into ABC order under their headers. Have them checked by an adult, and then write them in your word study journal. Thursday – Blind Sort & Practice Test Work with a partner and have them say each word aloud to you without you seeing it. You will point out which category the word fits in to your partner. Once you have accurately placed all the words in the right categories your partner must sign their name in your notebook. If you mix up a word then you must start over.You will need to also take a practice test in your word study journal tonight for homework. Remember, it needs to be in sort form and you need to get it checked and signed by an adult in your house. If you miss a word, write it correctly 3 times. Friday – Quiz! Have a great weekendMrs. Shifflett’s and Miss Penley’s Within Word Word Study (Group 1)Feature – R-Controlled vowels (-er, -ear, -eer, oddball)1. her2. deer3. ear4. perch5. fear6. spear7. steer8. earth9. herd10. clear11. rear12. cheer13. heard14. peer15. fern16. dear17. year18. near19. learn20. germ21. clerk22. beard23. termJobs – Please remember to write the job and date on the top of each page in your word study journal. Monday – Word Sort Using the features as your headers, cut and sort your words and write them neatly in your word study journals under the headers. You will put your word cards into your baggie.Tuesday – Speed Sort Using a stopwatch, you will time your partner as they sort their words. You will each sort your words 2 times and write down your times in your notebook. You are allowed to sort your words more than twice. Wednesday – ABC Order Sort your word cards into ABC order under the headers. Have them checked by an adult, and then write them in your word study journal. Thursday – Blind Sort & Practice Test Work with a partner and have them say each word aloud to you without you seeing it. You will point out which category the word fits in to your partner. Once you have accurately placed all the words in the right categories your partner must sign their name in your notebook. If you mix up a word then you must start over.You will need to also take a practice test in your word study journal tonight for homework. Remember, it needs to be in sort form and you need to get it checked and signed by an adult in your house. If you miss a word, write it correctly 3 times. Friday – Quiz! Have a great weekend! ................
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