Daily Lesson Plan

Name: Anita Hughes

Date: 9/07/2016

Subject: Spelling

Topic: Long O and short O

Grade: 4th

Length of Lesson: 30 minutes

Introduction (Essential Question): How can we spell and identify whether a word has a long O or short O
sound?
Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.4.L.C15.2 demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
spell grade-appropriate words correctly consulting references as needed. (CCSS L.4.2)
Specific Objective: Students will complete a spelling word sort for a grade. There are a total of
30 spelling words that have to be sorted by whether the spelling word contains the long o or
short o sound. There are a total of 30 spelling words students have to correctly place 22 out 30 on
the t-chart in order to receive a passing score of 75% or above. Students that have modified
assessments will only have to cut and paste the first 15 of their spelling words from the spelling
sheet onto their t-chart. These students spelling word sorts will be scored on the total number
they have to complete, which is 15. For their word sort they will have to correctly place 13 out of
the 15 correctly in order to receive a passing score of 75% or above.

Method(s):
I will go back over the spelling skill for this week aloud with the class.
I will then have students complete a cut and paste activity with the spelling words for this week.
Materials:
Index cards with the spelling words written on them will be needed to go over the spelling words with
students.
Each students will need a pair of scissors and a bottle of glue so that they can complete their copy and
paste activity.
Each students will need a blank sheet of notebook paper.
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A smartboard is needed to show students how to draw the t-chart on their notebook paper.
Each student will need a copy of their spelling words to use for the cut and paste activity.

Direct Instruction:
I will review the spelling skill for this week, which is long o and short o sound. I will let students know
that we can identify whether a word has a long o or short o sound by stating the word. If the o within a
word says the letter itself when stated then it has a long o sound. If the o within a word does not say the
letter itself then it has a short o sound. Once I have reviewed the spelling skill for the week with students
I will then go back through the spelling words for this week. I will show each spelling word using the
smartboard. I will show a spelling word and then say it and then have students repeat it back to me. I
will call on student volunteers to tell me whether the spelling word shown has the long o or short o
sound.
Guided Practice:
I will discuss with students the spelling skill for this week and ask them if they can tell me how
to tell the difference between a word that has a long o and a word that as a short o.
For the cut and paste activity students will draw a t-chart using notebook paper. I will have a
piece of notebook paper also and project it on the smartboard in order to model for students how
they will draw their t-chart on their paper. Students will draw one line down the center of their
page and then then they will trace over the very top line that is already on the notebook paper. I
will have them label the left side short o and the right side long o. I will then have them write on
the long o side a couple of hints that will help them identify if a word has the long o sound.
These hints are ow and oa.
Each student will then get the list of the spelling words for this week, a blank sheet of notebook
paper, scissors, and glue in order to complete the cut and paste activity. This activity requires
them to sort out their spelling words based on whether they have a short o or long o sound. They
will glue each spelling word on the correct side of the t-chart on their notebook paper. The
spelling words for this week are block, shown, oatmeal, wrote, fellow, scold, coast, odd, locate,
slope, throat, host, online, shock, solve, known, remote, stock, boast, globe, foam, shadow, clock,
glow, coach, bonus, approach, motion, continent, and accomplish.
Differentiation:
Visual learners may benefit from being able to see how to make the t-chart modeled for them by
projecting it on the smartboard. The students that have preferential seating will be placed at the front of
the classroom.
Kinesthetic learners will benefit from the spelling word sort cut and paste activity.
Auditory learners may benefit from the class discussion.
Lesson Closure: The spelling skill discussed will be reviewed in order to help determine whether or not
students understood the spelling instruction for the day.
Independent Practice:
Students will complete their short o and long o t-charts for a grade. Students with modifications will have a
reduced number of spelling words to correctly place on their spelling word sort.
Assessment:
An assessment can be made by grading students word sort. There are a total of 30 spelling words that have to
be sorted by whether the spelling word contains the long o or short o sound. There are a total of 30 spelling
words students have to correctly place 22 out 30 on the t-chart in order to receive a passing score of 75% or
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above. There are two students that have modified assessments. They will only have to cut and paste the first 15
of their spelling words from the spelling sheet onto their t-chart. These students spelling word sort will be
scored on the total number they have to complete, which is 15. For their word sort they will have to correctly
place 13 out of the 15 correctly in order to receive a passing score of 75% or above.
Lesson Reflection:
How I would teach this lesson differently next time.
1. Students could work with a buddy in order to discuss which spellings words have the long o sound and
which ones have the short o sound.
2. I could provide another spelling activity for students complete.
3. I will make sure that the lesson is revised according to students needs.

Below is an example of one of the students, that needed accommodations, completed word sort that.

Reflection

Upon completing the lesson I reflected back on how the lesson went. The key parts of my lesson
instruction that I reflected back on were whether students stayed engaged and whether the lesson was
differentiated for the different types of learners in the classroom. In order to determine if students were engaged
I thought back to whether or not they were responding to the questions that I was asking them during the
spelling lesson. The students seemed to be focused on the spelling skill that I was providing instruction on
during this week, which was on long o and short o. There were also multiple students that volunteered to answer
questions when they were asked. During my instruction if I noticed that a student was not focusing I would find
ways to gain all students attention back, an example of this was during the instruction there were a couple of
students that had their pencils in their hands, which was an indicator to me that they were not completing paying
attention. In order to regain their attention I wouldnt call any student by name, but would politely ask students
to make sure that their pencils are in their pencil trays. This will let students know that they should be listening
and paying attention to what I am saying.
There are many different benefits to providing direct instruction and whole group discussion in the
classroom. Ultimately it will help students that are auditory learners. This will also let them know that I want
student input as well. During the lesson I also had students complete a cut and paste hands on activity. Before I
had students complete the activity I modeled for them, through the smartboard, how I expected them to draw
their t-chart. I also went over a couple of hints that they needed to write on their t-chart that would help them
sort their spelling words by long o and short o. Providing instruction through modeling will help students that
are visual learners. Once I had done this students were given everything they needed to complete the spelling
word sort. Students thoroughly seemed to like the hands on activity. Providing instruction that incorporates
hands on activities will help students that are kinesthetic learners.
During my lesson plan I also made sure that I made accommodations for the student that is suppose to
have them. I did this by reducing the amount of spelling words the student had to put in his spelling word sort.
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By reducing the amount of spelling words that had to be sorted the student seemed it helped him be able to have
enough time to get through the assignment. Although once I had taken the assignments up I glanced over his
and realized that he had not completely his assignment correctly. So I explained to him again the spelling skill
and then asked him if he would take it home and complete it over again for me. The next day when I received
the assignment back he had placed all spelling words correctly but one. Allowing him to take the assignment
home seemed to help give him enough time, where he didnt feel at all rushed, to complete the assignment.
Overall after I taught the lesson I seen how important it is to provide instruction that uses several different types
of instructional strategies to present students information. By doing this the diverse needs of the students are
more likely to be met.