UTR: ECEL and TSD

Name: Vanessa Graves Foster Date of Lesson: 2/4/14 Grade Level: 1 School/Mentor: Peshine, !therford
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St!dents -ill .e a.le to -rite each s/ellin0 -ord 1 times2
St!dents -ill .e a.le to correctl3 sort s/ellin0 -ords into 4si0ht
-ords5 and 4-ord famil3 -ords52
St!dents -ill .e a.le to create a model of s/ellin0 -ords in cla32
St!dents -ill .e a.le to !se each -ord in conte6t, and record in a
sentence2
'"$*7&NG P#&N'S:
8no-in0 si0ht -ords hel/s me to .e a .etter reader 9 -hen & see these -ords in
a .oo:, & ;!st :no- them a!tomaticall3<
8no-in0 -ord famil3 -ords hel/s me to .e a .etter decoder 9 no- that & :no-
these -ords, & can fi0!re o!t even more -ords<
Si0ht -ords: -hat, all, -ere, -e, -hen, 3o!r, can, said
=ord famil3 -ords: hot, /ot, not, lot, ho/, mo/, dro/, to/
S'$ND$D+S,: Cite relevant Common Core Standards
R.F. 1.3 Know and apply grade-level phoni! and word analy!i! !"ill! in deoding word!: deode reg#larly !pelled one !ylla$le word!% reogni&e and read grade-
appropria'e irreg#larly !pelled word!
$SS"SSM"N': Students will demonstrate understanding of new learning(s) as demonstrated by evidence: indicate assessment points and strategies.
St!dents -ill -rite each -ord 1 times, in different colors
St!dents -ill c!t and sort -ords into a chart classif3in0 them as 4-ord famil35 or 4si0ht5 -ords2
St!dents -ill -or: -ith /la3doh to create a model of s/ellin0 -ords, and -ill .e e6/ected to -rite do-n each -ord that the3 create2
St!dents -ill -rite sentences !sin0 each -ord in conte6t2
$D$P'$'&#NS: How will you adapt the lesson to address various learning styles and learning needs?
Higher level learners will be able to expand sentences into longer paragraphs incorporating other words that we have learned and expanding ideas (Honey Camill
Soranyi)
!"" and struggling learners will benefit from the concrete nature of the clay modeling activity and will be given the opportunity to complete this rotation before any
other center (#aihaili "ymir $amasia %driana)
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$N'&*&P$'#@ S"'/F#*%S +A min2,
S'#den'! will o(ple'e pre'e!' o) word! a' 'heir !ea'! will e*plain 'ha' 'hey aren+' e*pe'ed 'o "now 'he!e word! ye'% and 'hi! pre'e!' i! ,#!' 'o le' #! "now wha'
yo# "now-
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'a"ing pre'e!'
&N'#D%*'&#N #F N"= M$'"&$L /10 (in.1
UTR: ECEL and TSD
Shor' video (on'age in'rod#ing word! have !'#den'! !pell word! along wi'h (e in 'he video /han'ing1
2" g#y!% yo# already "now 'ha' 'here are word )a(ily word! and !igh' word!. Le'! !ee i) we an
re(e($er wha' a word )a(ily word i! /'hey rhy(e% 'hey !o#nd 'he !a(e% 'hey have 'he !a(e ending1.
Righ'- Re(e($er o#r $ig pig !ong3 Le'+! 4#i"ly !ing ,#!' a li''le $i' o) i'. 2"% 'he !peial 'hing a$o#' all
'he word! in 'ha' !ong i! 'ha' 'hey all !o#nd 'he !a(e% and 'ha' help! #! "now how 'o !pell 'he(. Cla!!%
when yo# learn word )a(ily word!% yo# are learning 'ool! 'ha' an help yo# read and learn even (ore
word!.
5ha' a$o#' 'he o'her word! we are learning3 The one! we all !igh' word!3 5hy do we learn 'ho!e
word!3 /!o we an read )a!'er% !o i'! ea!ier 'o read% i'! good 'o "now 'he(1. 6e!% 'ho!e are all grea'
rea!on!. 5e learn o#r !igh' word! !o we an reogni&e 'he( ea!ily while we read. 5e don+' need 'he!e
word! 'ripping #! #p when we+re ge''ing in'o a good !'ory- Learning o#r !igh' word! (a"e! #! $e''er
reader!.
.lrigh' la!!% 7+ve wri''en 'he word! here on 'he $oard. 7 wan' yo# 'o '#rn and review 'he!e word! wi'h
yo#r par'ner. Thi! i! how 7 wan' yo# 'o do i' /(odel wi'h 8!. R#'her)ord. S-.-7-D !pell! S.7D. Said i! a
!igh' word. 9-2-: !pell! 92:. 9op i! a word )a(ily word1. 6o# will 'a"e '#rn! doing 'hi!% and 7 wan'
yo# 'o really review 'he word!- TE.C9-
G%&D"D P$*'&*"/"BPL#$'&#N/$*'&V&'@ +C min2,
Cirle #p% play $eah $all ga(e everyone will ge' hane 'o !pell a word wri''en on a par' o) a $eah
$all. Ti(e 'he( and 'ry 'o ge' 'hro#gh 'he whole la!! a! 4#i"ly a! po!!i$le do 3 or ; 'i(e!.
&ND"P"ND"N' P$*'&*" +4A min2,
5e are going 'o (ove in'o !o(e en'er a'ivi'ie! now. 7 wan' yo# 'o ge' wi'h yo#r g#ided read gro#p. .
gro#p will !i' a' 'a$le ;% $ gro#p a' 'a$le 3% gro#p a' 'a$le 0 and d gro#p a' 'a$le 1. 5e are wor"ing on
a'ivi'ie! a' 'he!e 'a$le! and we are .LL going 'o ge' a hane 'o wor" on 'he(- 7 have reorded 'he
in!'r#'ion! )or yo#r en'er on 'he lap'op 'ha' i! a' yo#r 'a$le. <e)ore yo# !'ar'% li!'en 'o 'he in!'r#'ion!. 7)
yo# need 'o% li!'en 'o 'he( 'wo 'i(e!. Do 'ha' $e)ore yo# a!" any ad#l' )or help. 7) yo# !'ill have
4#e!'ion!% a!" 3 o) yo#r la!!(a'e! )or help $e)ore yo# a!" any ad#l'. /di!play all in!'r#'ion! on !(ar'
$oard 4#i"ly $e)ore we di!per!e 1 (in#'e eah% have availa$le on lap'op a! well1
Ta$le 1 lay word! wi'h wri''en rein)ore(en'
Ta$le 0 word !or' har' wi'h !i!!or! and gl#e
Ta$le 3 =pre''y word!> /deora'e word! and wri'e in 3 di))eren' olor!1
Ta$le ; wri'e word! in !en'ene! in on'e*'
UTR: ECEL and TSD
*L#S&NG + 1 min2,
Spelling $a!"e'$all =dri$$le> eah le''er and =!hoo'> 'he o(ple'e word
7#M"=#8/F#LL#= %P $*'&V&'@ +if a//ro/riate,
Reading o(prehen!ion pa!!age )or 'he!e word!