Word Study Weekly Lesson Plan

Name

Gabriel Laroche

Student Grade Level

Second Grade

The Words Their Way Knowledge Assessment serves to help instructors place their students in a developmental
stage as well as to make it easier to for them to gauge their students progress. In this case the student was scored on
the Elementary Spelling Inventory level and spelled 14 out of 25 total words correctly; including the 46 of the total 62
feature points she scored, her overall score was 60 out of 87. This puts her around the middle level of the within word
stage. In keeping with other students in this stage, she is spelling most single-syllable short vowel words correctly as
well as most beginning consonant digraphs with some two-letter consonant blends. She is reading silently with greater
speed and retention, which has helped increase her writing skills. She is now writing with less spelling and
grammatical errors including writing for longer durations without stopping. We have done some revisions and editing
to her work, she seems to understand the reason behind the corrections and retain the information. Her strengths lie
with the more basic word forms like consonants, short and long vowels, diagraphs, and blends. While her weaknesses
arise in the form of other vowel sounds that dont end in a consonant like (-oi, -ew, -ow), harder suffixes like (ure,
-ate, - -ent, -ise, -tion), and bases or roots like (pleas-, fortun-, confid-, civil-, pos-). Her instructional needs are
concerned more with developing fluency and comprehension. Using timed repeated reading of independent level text,
paired readings, and poetry readings for strategies will boost both speed and accuracy. Comprehension can be
enhanced through silent reading of instructional level text as well as various graphic organizers.
Using this information I have created a Weeklong Lesson Plan focusing on these objectives: practice fluency, sort
words by vowel sounds and pattern, increase reading comprehension, and expressing ideas in writing. The standards
this weeks lesson will work towards are 2.5 The student will use phonetic strategies when reading and spelling and
2.12 The student will write stories, letters, and simple explanations. For reading the students will use their knowledge
of consonants, consonant blends, and consonant digraphs as well as short, long, and r-controlled vowel patterns to
decode and spell words. For writing they will organize their plans before writing to include a beginning, middle, and
end for narrative and expository writing. Afterwards they should also be revising writing for clarity

Monday

Prepare the
sort for the
week
(cutting out
words) and
cursory
overview of
words as a
class

Tuesday

Have
students
work in
reading level
groups to
categorize
the words
from the sort
into the
appropriate
Explain when headings
a syllable
ends in a
H.W.
long vowel
After words
sound, it is
have been
called an
sorted,
open syllable students will
(w acts like a complete

Wednesday

Review in
pairs the
reading
assignment

Thursday

during snack
time, the
students
may share
any writing
Students will samples that
practice their they have
sorts
completed if
they like
independent
then play a
writing
racetrack
activity
game
where they
can choose
students
to write
have cards in
about
their hands,
whatever
they spin
they like but
and land on

Friday

quick review
of the word
sort
finish with a
spelling test!
(make sure
to throw in a
few bonus
words that
way students
arent just
learning to
memorize,
rather they
are
practicing
the concept

vowel not a
consonant)

silent
reading
activity from
Read-aloud
scholastic
from picture news article
book/poem
about Rome*
Forgive Me, I with
Meant To Do accompanyin
It by
g questions
Levine/Corde
ll
*from sort
(contains
many of the
words from
sort, help
familiarize)
H.W.
Show sort to
family and

they must
include at
least two
words from
each
category of
the sort
H.W.
Orally review
writing at
home and
make
appropriate
revisions as
well as
practice
word sort
with family

a space,
and applying
then must
it across the
find the card topic)
that matches
the pattern
of the word
they landed
on
H.W.
Practice
sorting,
spelling, and
saying the
words from
the sort

review the
words
If planning that child would use word study notebook, show would each page from your assignment would look like for each day.
All materials, including word sort for week, any games, etc. should be included with materials turned in.

CVCe
froze
globe
Rome
Close
wrote

CVVC-oa
coal
coach
roast
oat
loaf
roam

CVV-ow
show
blow
slow
grow
flow
throw

lose*oddball

know

Sources
- AncientRome.(n.d.).RetrievedMarch23,2016,from
http://teacher.scholastic.com/activities/globaltrek/destinations/popups/italy_history.htm
- Johnston,F.R.,Bear,D.R.,Invernizzi,M.,&Bear,D.R.(2006).Wordstheirway:Wordssortsfor
derivationalrelationsspellers.UpperSaddleRiver,NJ:PearsonMerrillPrenticeHall.
- Levine,G.C.,&Cordell,M.(2012).Forgiveme,Imeanttodoit:Falseapologiespoems.NewYork:
HarperCollinsChildren's.