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Lauren Wiener

Tessa Buchanan, Riverheads Elementary


9/10/18 8:30-10AM
9/8/18 12PM

Word Study 9/10/18

JMU Elementary Education Program

A. TITLE/TYPE OF LESSON
Word Study Rotations

B. CONTEXT OF LESSON
As a pre-assessment, we conducted PALs Assessments, Phonics Assessment, and Ganske
Spelling tests. These tools showed us where our students fell in relation to spelling and phonics
ability. We then divided the students into groups based on what skills they needed to work on.
Purple group was unable to produce rhymes on the Phonics Assessment and so that is why we
are starting them on these words. Red group struggled with producing ending sounds and so
that is what they are working on. Green group struggled with long vs. short vowel sounds and so
that is their focus. Finally, Blue group is learning how consonants can influence vowel sounds to
work on spelling and fluency. This lesson is coming right after the multiple assessments and so
the students are eager to begin instruction on their individualized levels. This lesson is
appropriate for all children because the activities are being individualized.

C. LEARNING OBJECTIVES
Understand – what are the Know – what are the facts, Do – what are the specific
broad generalizations the rules, specific data the thinking behaviors students
students should begin to students will gain through will be able to do through
develop? (These are typically this lesson? (These “knows” this lesson? (These will also
difficult to assess in one must be assessed in your be assessed in your lesson.)
lesson.) lesson.)

The students will be able to Blue: All Groups:


understand the need to apply ● R-controlled vowel ● Apply knowledge of
phonetic strategies to decode patterns – when a consonants,
and spell words vowel is followed by consonant blends,
an r it makes a and consonant
special sound (e.g., digraphs (sh, wh, ch,
/ar/- as in car, /or/- th) to decode and
as in storm, /ir/ spell words
Red & Green: ● Distinguish long and
● Consonant blends short vowels when
are voiced (each reading one-syllable
letter is heard) regularly spelled
combinations of two words
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/10/18 8:30-10AM
9/8/18 12PM
or three consonants Blue:
(e.g., fl-, cl-, dr-, str- ● apply knowledge of r-
). controlled vowel
● Consonant digraphs patterns to decode
are combinations of and spell words.
two consonants Green:
forming a new sound ● apply knowledge of
(e.g., sh-, wh-, ch-, the consonant-vowel
th-). patterns, such as CV
Purple: (e.g., go), VC (e.g.,
● Understanding in) , CVC (e.g., pin),
rhyme allows CVCE (e.g., take),
students to generate CVVC (e.g., wait),
new words from a and CVCC (e.g.,
known word (e.g., if wind), to decode and
the student knows spell words
the word “fun,” then Red:
he/she can orally ● segmenting the
produce the word phonemes in a word
“run.”) It is more into their complete
difficult to produce a sequence of
rhyme than to individual phonemes
identify a rhyme (e.g., top: /t/-/o/-/p/,
when presented jump: /j/-/u/-/m/-/p/);
orally and
● blending phonemes
to decode or spell a
word.
Purple:
● identify a word that
rhymes with a
spoken word.
● supply a word that
rhymes with a
spoken word.
● produce rhyming
words and recognize
pairs of rhyming
words presented
orally.
● generate rhyming
words based on a
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/10/18 8:30-10AM
9/8/18 12PM
given rhyming
pattern

D. ASSESSING LEARNING
All Groups: All of the students will be taking an assessment at the end of this unit to see
if they have made progression on these topics. Specifically, all groups except purple will
be taking a spelling assessment where the word is called and they must spell it correctly.
Purple group will be completing a rhyming assessment where they must pick out the
rhyming words. During this lesson, I will be assessing the students informally by
observing them and having discussions about word patterns, sounds, and spellings.
Hearing what the students know about these words will allow me to know if they are
progressing as they should with identifying the patterns.

E. RELATED VIRGINIA STANDARDS OF LEARNING

All Groups:
● EL 2.5a: Use knowledge of consonants, consonant blends, and consonant
digraphs to decode and spell words.
Blue Group:
● EL 2.5b: The student will use phonetic strategies when reading and spelling. Use
knowledge of short, long, and r-controlled vowel patterns to decode and spell
words.
Green Group:
● EL 2.5b: The student will use phonetic strategies when reading and spelling. Use
knowledge of short and long vowel patterns to decode and spell words.
Red Group:
● EL 1.6e: The student will apply phonetic principles to read and spell. Blend
beginning, middle, and ending sounds to recognize and read words.
Purple Group:
● EL K.4b: The student will identify, say, segment, and blend various units of
speech sounds. Identify and produce words that rhyme.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
● Individual Word Lists (Students already have them)
● Game Boards (on WS Table)
● Die (On WS Table)
● Chips/Pawns (Beside WS Table)
● Red Group Bag (Students will bring them to group)
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/10/18 8:30-10AM
9/8/18 12PM

G. PROCEDURE

Blue Group:
● “Please get out your words and sort them independently. I want to hear you saying your
words as you sort so you can hear the similarities not just recognize the spelling.
Remember, this is important because those oddball words will throw you off if you sort
just by spelling”
● Watch and listen as the students sort their words. Make sure they are speaking the
words and that they are able to complete this independently.
● Once the students have sorted their words, have them read the sorts to check for
sounds
● “Now let’s look at our words and discuss the sounds that the vowel makes when it is
followed by an R. Is the vowel sound long, short, or neither? (Neither) The R makes the
vowel sound special. For example, in the word “Farm” the A says AHH rather than Ah or
A.”
● Ask students to speak the words again paying attention to how the vowel sounds when
followed by an R
● “Now we can play our game that we started last week. I want you to remove your
headings and place them in your baggie. Then flip all of your words over and mix them
up. Now, we are going to play a game like memory but instead of looking for direct
matches, you will be looking for words in the same family. For example, if you flipped
over CARE you could use BARE as a match. When you find a match I want you to tell
me why those two cards go together. At the end of the game, you will have 3 cards
leftover with no matches. Any questions? You may begin.
● Observe as the students play and listen to them speak the word and consider the vowel
pattern and R control.
● When they are done they may place all of their words back in the baggie
● As Closure, remind the students of the R controlled vowel and how that affects the
sounds.

Green Group:
● “Please get out your words and sort them independently. I want to hear you saying your
words as you sort so you can hear the similarities not just recognize the spelling.
Remember, this is important because those oddball words will throw you off if you sort
just by spelling”
● Watch and listen as the students sort their words. Make sure they are speaking the
words and that they are able to complete this independently.
● Once the students have sorted their words, have them read the sorts to check for
sounds and spelling patterns
● “Who can tell me why all of the words in this column go together?” Continue for all
categories
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/10/18 8:30-10AM
9/8/18 12PM
● “Who can tell me what the C means in the heading? The V? Which is the long a symbol
and which is the short a? Does long or short say its name?
● “Good, now we are going to begin playing a new game. We will be playing this for a
couple of days so be patient learning. You will be playing in groups of 2-3 (group
students together) I will be giving you a die in a container. Remember, the die stays in
the container and hold your hand on the lid so that the die doesn’t come out.
● You will roll the die to see who will get to go first (person with the highest number wins,
reroll for a tie). Once that is determined, the person who is going first will roll again and
move their piece that number of spaces. Once you land on a space, you will say the
word written and then say another word that is in the same family and spell it. For
example, if you land on MAIN you would say “MAIN and another word in the family is
BRAIN, B-R-A-I-N. These both have the long A sound and have two vowels next to each
other.” Then it will be the next person's turn. Continue the game until everyone reaches
the finish line. Time dependent, play again.
● Closure: Discuss how CVCe the E makes the vowel LONG and how CVVC the I makes
the A long
Red Group:
● “Please get out your words and sort them independently. I want to hear you saying your
words as you sort so you can hear the similarities not just recognize the spelling.
Remember, this is important because those oddball words will throw you off if you sort
just by spelling”
● Watch and listen as the students sort their words. Make sure they are speaking the
words and that they are able to complete this independently.
● Once the students have sorted their words, have them read the sorts to check for
sounds
● “Who can tell me why all of the words in this column go together?” Continue for all
categories
● “Good, now we are going to begin playing a new game. We will be playing this for a
couple of days so be patient learning. You will be playing in groups of 2-3 (group
students together) I will be giving you a die in a container. Remember, the die stays in
the container and hold your hand on the lid so that the die doesn’t come out.
● You will roll the die to see who will get to go first (person with the highest number wins,
reroll for a tie). Once that is determined, the person who is going first will roll again and
move their piece that number of spaces. Once you land on a space, you will say the
word written and then say another word that is in the same family and spell it. For
example, if you land on BIKE you would say “BIKE and another word in the family is
TAKE, T-A-K-E. These both have the -ke ending.” Then it will be the next person's turn.
Continue the game until everyone reaches the finish line. Time dependent, play again.
● Closure: Discuss how the -ke words make the vowel say its name. The -k words all have
“oo” as the vowels. And -ck are all short vowels.
Purple Group:
● “Please get out your pictures and we will review what all of the pictures are.”
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/10/18 8:30-10AM
9/8/18 12PM
● Once that is complete, “sort them independently by rhyme. I want to hear you saying
your words as you sort so you can hear the similarities.”
● Watch and listen as the students sort their pictures. Make sure they are speaking the
words and that they are able to complete this independently.
● Once the students have sorted their pictures, have them read the sorts to check for
sounds
● “Who can tell me why you sorted your words this way? (Each column should rhyme)
● “Let’s read this poem together again.” Read Poem
● Who can tell me another word that rhymes with _______ (Do this 4-5 times)
● Time Permitting Begin making books with rhyming animals and objects
● Closure: Who can tell me a word that rhymes with MOP

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will
you extend and enrich the learning of students who finish early? How will you support the
learning of children struggling with your objectives?
● The lesson is pretty well differentiated because the students are placed in groups based
on their phonics knowledge and spelling ability. Within the groups, the students are fairly
equal in their abilities which makes leveled instruction easier than if it was done whole
group. Molly, a student with Downs Syndrome, is in Purple group and has a lower
reading level than the other students in her group due to comprehension but she is able
to understand concepts near this groups level.
● If students finish early, they will be asked to take out their notebook and write sentences
using their words. This helps them with definitions and also with spelling.
● If students are struggling, I will differentiate instruction on the spot to allow them to get
the help that they need. I will let the rest of the group continue on to the next activity
while I help the other student catch up.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
● My blue groups students do not enjoy word study and think that it is an activity below
their level. We have had conversations about how we all have things we need to learn
and work on and so I am hoping that attitude is better on Monday. I have tried to make
the lessons engaging and fun so that the students enjoy learning these new words.
● Another issue that may arise is that we had multiple students absent last week who have
not worked with their words at all or have only used them a few times. Depending on
their speed of catching on, I may need to hold them back and work on the basic sorting
and highlighting the pattern to make sure that they are understanding the words and not
just rushing to catch up.
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/10/18 8:30-10AM
9/8/18 12PM