Daily Lesson Plan

Name: Anita Hughes

Date: 9/08/2016

Subject: Spelling

Topic: Long O and short O

Grade: 4th
minutes

Length of Lesson: 30

Introduction (Essential Question): How do we spell 4th grade level spelling words with the
long o and short o sounds?
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: An observation will be made of students during the group activity. The main
focus of the observation will be on making sure that students are classifying their spelling words
correctly by long o and short o during their spelling activity. An observation will also be made of
students while they are calling out the spelling words to each other.
Method(s):
I will go back over the spelling skill for this week aloud with the class.
A partner activity will be done to help reinforce that students know how to identify
whether their spelling words contain a long o and short o sound and that they know how
to spell their words.
Materials:
A smartboard will be needed to display the assignment.
Each pair of students will need a set of index cards that has their spelling words written
on them.

Direct Instruction:
I will review the spelling skill for this week, which is long o and short o sound. I will ask
students if they can tell me how to identify whether a word has a long o or short o sound.
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 this week I will then teach the word families
skill for this week which is located on page T275 of the teachers edition books. I will ask
students if they can tell me the difference between the words wrote and write. I will then
add on to the students responses by explaining to them that wrote is the past tense of the
word write. I will then ask students if they can tell me what known means, which is
understood or proven to be. I will then ask students if they know what unknown means,
which is when someone does not have an understanding of something. I will then ask
students if they know what know means, which is when someone does have an
understanding of a something.
Guided Practice:
Once I have discussed the word families that correlate to some of the spelling words for this
week I will split students up into groups of two so that they can complete a spelling activity
that pertains to their spelling words and the spelling skill for this week, which is long o and
short o sound. Each group will get a set of index cards with this weeks spelling words listed
on them. Once each group has gotten their index cards I will let them know that I want them
to place all of the spelling words with the short o sound on the left side of their desk and the
ones with the long o sound on the right side of their desk. I will walk around during this time
to observe and make sure students are on task. I will also be observing to make sure that
students are correctly placing their spelling words. After students have organized their
spelling words I will then have then call out spelling words to each other. I will express to
students that they are to take turns calling out the spelling words and spelling the words
aloud.
Differentiation:
Visual learners may benefit from being able to see the spelling words written on the index
cards.
Kinesthetic learners will benefit from the partner 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 be completing a spelling activity with a partner.
Assessment:
An observation will be made of students during the group activity. During observing I will focus
on making sure that students are classifying their spelling words correctly by long o and short o.

During their spelling activity the students need to be actively calling out spelling words and
spelling the words to each other.
Lesson Reflection:
How I would teach this lesson differently next time.
1. I could include a spelling activity that focuses on assessing how well students can spell
the spelling words for the spelling unit this week.
2. I could come up with a whole class spelling activity.
3. I will make sure that the lesson is revised according to students needs.
Reference
Harcourt, H. M. (2015). Journeys Reader's Notebook (Grade 4). Orlando, Florida: Houghton
Mifflin Harcourt Publishing Company.
Harcourt, H. M. (2015). Teacher's Edition West Virginia Journeys (Grade 4, Unit 1). Orlando,
Florida: Houghton Mifflin Harcourt Publishing Company.

Daily Lesson Plan

Name: Anita Hughes

Subject: Spelling
Grade: 4th
minutes

Date: 9/09/2016
Topic: Long O and short O
Length of Lesson: 30

Introduction (Essential Question): How do I spell 4th grade level spelling words with the long
o and short o sounds.
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 page 42 of the 4th grade Journeys Readers Notebook. This workbook
page will be taken up for a grade. There are a total of 12 misspelled spelling words on this page.
Students need to correctly identify 9 out of the 12 misspelled words 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 the Spelling Proof Reading activity on page 42 of
their Readers Notebook in order to gain a better understanding of how to be able to
recognized when one of their spelling words have been spelled incorrectly and how to
identify the correct right way to spell their spelling words for this week.
Materials:
Each student will need their Readers Notebook.
A smartboard will be needed to display a student copy of the Journeys Readers
Notebook page. 42.

Direct Instruction:
I will review the spelling skill for this week, which is long o and short o sound. I will ask
students if they can tell me how to identify whether a word has a long o or short o sound.
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 this week I will have students get out their Readers
Notebook and turn to page 42.
Guided Practice:
I will have students read the, Proofreading for Spelling, passage along with me on page
42 of their Readers Notebook.
Once we have read through the passage I will then have students work along with me in
order for us to identify the first three misspelled words in the passage. I will have
students volunteer to come up and write the three words on the first three lines on the
smartboard.
After we have found the first three misspelled words and written the correct way to spell
them on the lines at the bottom of the page I will have students finished completing the
rest of the assignment on their own. Once students have completed this activity I will take
it up for a grade.
Differentiation:
Visual learners may benefit from being able to see how the first three misspelled words
were identified and rewritten correctly.
Kinesthetic learners will benefit from being able to work with the smartboard.
Auditory learners may benefit from the class discussion.
Lesson Closure: The spelling words for this week will be reviewed in order to help determine
whether or not students are understanding the spelling words for this week that have long o and
short o vowel sounds.
Independent Practice:
Students will complete the Proofreading for Spelling page 42 located in their Readers Notebook
for a grade.
Assessment:
An assessment can be made by grading students completed Readers Notebook page 42. . There
are a total of 12 misspelled spelling words on this page. Students need to correctly identify 9 out
of the 12 misspelled words in order to receive a passing score of 75% or above.
Lesson Reflection:
How I would teach this lesson differently next time.
1. I may incorporate an extra spelling activity for students to complete.

2. I could have students do a whole group spelling activity.

3. I will make sure that the lesson is revised according to students needs.
Reference
Harcourt, H. M. (2015). Journeys Reader's Notebook (Grade 4). Orlando, Florida: Houghton
Mifflin Harcourt Publishing Company.

Daily Lesson Plan

Name: Anita Hughes

Subject: Spelling
Grade: 4th
minutes

Date: 9/10/2016
Topic: Long O and short O
Length of Lesson: 30

Introduction (Essential Question): How do we spell 4th grade level spelling words with long o
and short o sounds?
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 test for a grade. There are a total of 30 spelling words worth 3
points apiece. Students need to correctly spell 22 of the 30 spelling words in order to receive a
75% or above.
Method(s):
I will go back over the spelling skill for this week aloud with the class.
Students will then play a game of sparkle with their spelling words.
Students will complete a spelling test for an assessment.
Materials:
Each student will need a blank sheet of notebook paper for their spelling test.
The Teachers Edition West Virginia Journeys Unit 1 Book will be needed.
The prewritten spelling index cards will be needed for the game of sparkle.
Direct Instruction:

 I will review the spelling skill for this week, which is long o and short o sound. I will ask
students if they can tell me how to identify whether a word has a long o or short o sound.
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.
Guided Practice:
Students will play the game Sparkle in order to help them review their spelling words.
The teacher will use the spelling index cards to call out the spelling words randomly.
The students will get into a circle around the classroom. The teacher will pick a
student to begin the game. The teacher will call out a spelling word. The student that
is chosen to begin the game will say the first letter in the spelling word that was
called out. Each student that follows will say the next letter in the word. Once the
word has been completely spelled the next student will spell out the word completely
and state it. The next student will say sparkle and the student next to them will be out
of the game and will go back to their desk. If a student does not state the next correct
letter in the spelling word they will be out of the game and will return to his or her
desk. The next student will have the opportunity to say the next letter in the spelling
word that the student before them stated incorrectly. The last student remaining is the
winner.
Differentiation:
Visual learners may benefit from the whole group activity.
Kinesthetic learners will benefit from the activity.
Auditory learners may benefit from the class discussion.
Lesson Closure: I will review the spelling skill for this week that students have received
instruction on. I will have student volunteers verbally explain to the class how to tell if a word
has a long o or short o sound.
Independent Practice:
Students will complete a spelling test for an end of the unit assessment.
Assessment:
An assessment can be made by grading students spelling test. There are a total of 30 spelling
words on the test. Each correctly spelled word is worth 3 points apiece. Students need to spell 22
out of the 30 words correctly in order to receive a passing score of 75% or above.
Lesson Reflection:
How I would teach this lesson differently next time.
1. I will evaluate whether certain spelling words need to be reviewed again.
2. I may incorporate a different spelling review activity.

3. I will make sure that the lesson is revised according to students needs.
Reference
Harcourt, H. M. (2015). Teacher's Edition West Virginia Journeys (Grade 4, Unit 1). Orlando,
Florida: Houghton Mifflin Harcourt Publishing Company.

Use of Technology

Throughout the course of my five day spelling unit I made sure that technology was an
integral part because it helps aide the diverse needs of the students in the classroom. In the
classroom there are visual, auditory, and kinesthetic learners, and using technology helps to
provide instruction that will benefit all students. The different types of technology I used
throughout my week long spelling unit ranged from index cards to using the smartboard and
having students actually come up in front of the classroom and activity participate in the lesson
by reading and then writing answers to the questions asked on the smartboard.
At the beginning of my spelling unit I used the smartboard to project index cards with the
spelling words written on them for this weeks spelling instruction. Using the smartboard to
project the spelling index cards made it possible for all students to see the spelling words at the
same time. The spelling words were projected in order to have students participate in the say,
spell, and say activity. During this activity I began by stating the spelling word listed on the
index card. I would then have students repeat the spelling word I had just stated; we would then
spell out the spelling word together. Once we were done spelling the word out I would then ask
them to restate the spelling word. After the first spelling word I let students know that the
spelling words this week contain the long o and short o sounds. I then explained to students how
to tell the difference between long o and short o. We then discussed whether the first spelling
word that they stated has the long o sound or the short o. This same procedure was used for each
spelling word. Another way technology was used during this lesson was when the Journeys
Readers Notebook page 40 was projected through the smartboard. This allowed all students to
follow along as I modeled how the spelling page in the Readers Notebook is to be completed. I
will then have students read through and complete all but the last three sentences using the

spelling words form the spelling word bank. Once the last three sentences were left students
completed these three sentences on page 40 on their own and then we will checked it together. As
the page was completed the students were able to see the answers projected on the smartboard in
order to check their answers.
The other ways that technology was implemented into the spelling unit plan was during
the spelling word sort and the Spelling Proofreading page 42 in the Readers Notebook. For the
spelling word sort an example of how students needed to draw their t-charts was modeled for
them using the smartboard. I also used the smartboard to project the students final spelling
activity that was taken for a grade the day before their spelling test was administered. This final
spelling activity was the Spelling Proofreading page 42 from the Readers Notebook. This page
was projected through the smartboard for students to see. Before I had students complete the
page I had them read the passage along with me on this page. Once we had read the passage I
then had students help me identify the first three misspelled spelling words in the passage. I
called on three separate student volunteers to tell me the first three misspelled spelling words
they then came up to the smartboard circled the misspelled word that they had identified and then
wrote it correctly on one of the first three numbered lines. The overall reason for including
technology throughout the spelling unit plan was to provide students with instruction that
focused on incorporating strategies that ultimately help them learn in the way that they do best.

Instructional Decision Making

When I began creating my five day spelling unit plan I first administered a spelling pretest to students in order to determine their prior knowledge of the pre-identified 4th grade level
spelling words for this unit. After the spelling pre-test was taken the students grades were
evaluated in order to determine which spelling words students struggled with spelling correctly
the most. On the day of the pretest only 16 students were present to take the test. There are a total
of 20 students in the class, three of these students do not receive instruction and grades for
spelling in the general education classroom. After the spelling pretest was graded the grades
showed that the average grade for the spelling pretest was 56%. The results from this pretest
showed me that students need structured instruction that focuses on not just how to spell these
words but also how to tell whether each word has the long o or short o sound. From these results
I decided to introduce the spelling words to students again using the say, spell, say technique. As
a class we said each spelling word, spelled it, and I will then have them say the spelling word
again by asking them, word? While we say, spell, and then say a spelling word we will determine
whether each word has a long O or a short O sound. I chose this because I feel that it was an
effective way for students to become acquainted with words that they may not have had a whole
lot of prior exposure to. The activity that students completed after this activity was a spelling
workbook page that was not taken up for a grade but was used to help students see their spelling
words for this unit spelled correctly so that they can use them as a guide, but this page also helps
students learn how to use their spelling words in context.
On day two of the spelling unit plan I had students complete a spelling word sort.
Students were shown how to draw a t-chart on a blank sheet of notebook paper. After students

had drawn their t-chart they were then given a printed out list of their spelling words that they
will cut out. Students were walked through what they would be using their t-chart for, to classify
each spelling word as long o or short o. This activity was used in order give students more
exposure to their spelling words while classifying them on whether they are long o or short o.
Once the students had completed their spelling words sort I graded them in order to gain a better
understanding of students knowledge of their spelling words with long o and short o. After
grading the students spelling word sorts the average grade for this assignment is 92%. This
scored showed me that most students have a firm understanding of how to sort their spelling
words based off of whether or not they have the long o or short o sound. The scores from the last
activity showed me that instruction needed to be geared more toward having students actually
spell out their spelling words.
The last activity that students completed for a grade was the Proofreading for Spelling
page from the Journeys 4th Grade Reading Notebook. This activity requires students to pick out
their spelling words when they are written in a passage incorrectly and then rewrite them
correctly on the indicated numbered lines. After grading the students Proofreading for Spelling
page the average grade for this assignment is 84%. The score was lower due to the fact that some
students failed to turn in the assignment or turned it in late. Overall the grades for the students
that did turn their page in faired very well. This assessment showed me that most students overall
gained a better understanding of how to spell their spelling words for their unit this week. The
very last assessment for this unit was the post-test. The post-test was administered to the students
with the spelling words being stated to them and the spelling words used in the sentence. After
grading the post-test the average grade for this assessment is 85%. The final average class grade
for the spelling test showed that students scores did increase by about 29%. This shows me that

there were several students that were positively impacted by the different assignments. Overall
the spelling unit plan was effective in improving students knowledge of these 4th grade level
spelling words.

Impact on Student Learning

Pre-Test vs Post Test Grades

100

97

93
87

73

53

60 60
57

90

87

83

70

67
Pre-Test
63

100

97
87

93

93

87

77

73
60

Post Test

70

67

53
47
33

37
27

Pre-test Grade

23

Post Test Grade

60

100

63

97

70
83

93
87

90

The graphs above show the students individual scores on the spelling unit pretest and
post-test and the impact that the five day unit lesson plan had on their learning. The class average
for the spelling unit pretest is 56%. This score shows that students need in-depth instruction on
these spelling words that focuses on, not just how to spell these words, but also how to tell
whether each word has the long o or short o sound, which will ultimately help them learn how to
spell them. After the spelling unit was taught the students were given a post-test. The class
average for the spelling unit post-test is 85%. The spelling posttest showed that students scores
did increase by about 29%. This shows me that students knowledge of how to spell these words
was positively impacted by the different learning strategies and assignments used through the
course of the five day spelling unit plan. Overall the spelling unit plan was effective in
improving students knowledge of these 4th grade level spelling words.

The grades from the pretest showed that students need detailed instruction on the spelling
words, which consist of activities that will have them engaged and actively participating in the
lessons. The activities and other types of assessments consisted of observations, a word sort
activity, and a spelling proofreading page. Using a variety of different teaching strategies in the
classroom is important because it provides insight into how students learn best. In Mrs. Steeles
4th grade classroom the students all learned in different ways, which consist of visual learners,
kinesthetic learners, and auditory learners. During the course of teaching my spelling unit plan I
used the smartboard consistently in order to be sure that all students were able to see and
understand the activities that they were completing. I also had students at times come up and
write on the smartboard in order to help them use the spelling skills we have been discussing
during instruction. I also, throughout the spelling unit plan, encouraged students to answers
questions and ask questions if they did not understand any component of what was being taught.
I also felt that it was very important that students work with their peers, which can help them to
reinforce their spelling skills together. The two formative assessments taken for a grade were the
spelling word sort and the Proofreading for spelling page in the Journeys Readers Notebook.
The classroom average for the spelling word sort is 92%, which is very high. Students seem to
thoroughly understand the expectations of the assignment and completed it diligently. Students
really liked this activity because it was hands- on. This score showed me that students
understanding of how to divide their words based on their sound, short o and long o, was
understood. The other activity that students completed was the Proofreading for Spelling
Readers Notebook page. On this assignment the total classroom average is 84%, which showed
me that there were some students that understand how to identify if their spelling words were
spelled in correctly and then how to locate them in the word bank provided and write them down

correctly and there were some that did not. What the results of this assignment showed me is that
students needed to be provided with another opportunity to review their spelling words before
the spelling test on day five. After the review on the fifth day students spelling test was
administered. The results from the post-test showed me that the five day spelling instruction did
have a positive impact on students scores.
There are two students that I focused on monitoring specifically in order to see how the
instruction that I planned would affect two students that are on different developmental levels.
The two students that I chose were L and J. L is a male student in Mrs. Steeles 4th class that is on
a lower developmental level. Ls assignments have to be modified. I modified his assignments by
shortening them. For the pre-test, post-test and spelling word sort L only has to spell and sort the
first fifteen words. The only assignment that I did not modify was the Proofreading for Spelling
page because it is already a shorter assignment. Ls spelling pre-test score is a 47%. This score
showed me that L needed extensive instruction on how to spell grade level words. J is a male
student in Mrs. Steeles 4th grade classroom that is on grade level developmentally. J does not
receive any type of modifications on his assignments. Js spelling pre-test score is a 70%. This
score showed me that J needs a moderate amount of instruction on his spelling words in order to
help him learn how to spell the grade level words he does not know how to spell. The first
graded assignment for this spelling unit was the spelling word sort. On this assignment L
received a 90%, although L did not complete the assignment correctly the first time. He was
reminded of the directions for this assignment and then was allowed to take it home and redo.
Ultimately Ls grade on this assignment was high and after instruction and assistance he was able
to understand how to separate this weeks spelling words by long o and short o sounds. Js score
on the first assignment is a 100. J seemed to fully grasp the directions and how to separate his

spelling words by long o and short o sound. The other assignment that L and J received a score
on was the Proofreading for Spelling. The grade L received on this assignment is a 100%. L did
not have any problem identifying this weeks spelling words when they were misspelled and
correctly rewrote them correctly. The grade J received on this assignment is a 100%. J did not
have any trouble completing this assignment correctly. On the fifth day of the spelling unit J and
L took a spelling post-test. Js score on the spelling test is a 93 and Ls score was a 93 as well. Ls
test was shortened, so he only had the first fifteen spelling words to spell, though the grading
scale was changed to reflect that he only had to spell fifteen words. L and Js post-test scores
show that they both showed that the instruction strategies used were beneficial in helping them
gain a better understanding of how to spell 4th grade level words. Even though these students are
both on different developmental levels the instruction used was designed to help students on all
levels, focusing on providing instruction for visual learners, kinesthetic learners, and auditory
learners.

Below is Ls grade pretest.

Below is Jadens graded pretest.

Below is Ls graded word sort.

Js graded spelling word sort.

Below is Ls graded Proofreading for Spelling page.

Below is Js graded Proofreading for Spelling page.

Below is Ls graded spelling test.

Below is Js graded spelling test.

Reflection and Self-Evaluation

The purpose of this Action Research Project was to examine how 4th grade students learn
grade level spelling words and how a week long spelling unit impacts student learning. The
objective I set for this unit plan was that upon the completion of this spelling unit students will
be able to correctly spell the pre-identified grade level spelling words that have long o and short
o sounds. At the end of the unit plan students pretest and post-test scores were evaluated to see if
improvement had occurred. The classroom average for the pre-test is 56%. The classroom
average for the post-test is 85%. The spelling posttest showed that students scores did increase
by about 29%. This shows me that students knowledge of how to spell these words positively
increased. The results show that the objective sets were met, but that even further improvement
could be achieved. The different instruction strategies and assignments used through the course
of the five day spelling unit plan did help students improve their pre-test scores.
During the course of the spelling unit there were many different activities and
assessments that were used. The activity that seem to be the most successful was the say, spell,
say, introduction activity. This activity was successful because it gave students a thorough
introduction of their spelling words through the process of modeling and correcting. During this
activity students were able to see each spelling word projected though the smartboard. I also
modeled for students how to say the spelling word before they were required to say it. This
helped to show students exactly how each spelling word is pronounced. All students then had to
actually spell out each word, along with me, letter by letter, which allowed students a visual of
the word while also actually hearing the word spelled out. Then the class was required to state
the word back to me on their own. This gave me the opportunity to correct students if the word

was stated incorrectly and then model again for them how the word is correctly stated. This
activity I believe was so successful because it provided students with a detailed introduction of
their words where modeling and self-correction took place. The assessment that I believe was the
most successful was the word sort. This assessment allowed students to participate in the
instruction in a hands on way. During this activity students had to clue and past their spelling
words in a t-chart under whether it had a long o or short o sound. The students really enjoyed
being able to complete an assignment that was hands on. The students over all classroom average
for this assignment is 92%. This score shows that the majority of students fully grasped how to
classify their spelling words this week by whether they had a long o or short o sound. This
activity was also beneficial for students because it required them to look at their spelling words
and also to think about these words are pronounced. This ultimately helped students to gain a
better understanding of how to spell there words.
The activity that I felt was the least successful was the partner activity students did with
their spelling words. For this activity students were split into groups of two and given index
cards with their spelling words on them. Each group was then instructed to work together to
organize their spelling words by long o and short o sound. Once students completed this they
were then required to call out their spelling words to each other. The students did thoroughly
enjoy this activity but at times some groups were not completely focused on the tasks they were
supposed to be completing. There also were a lot of groups that did not have enough time to get
through calling out all the spelling words to their partner. I believe this activity could be used in
the future but that it needs to be modified. I believe that groups need to be set up and decided
upon before the acidity and that each group doesnt start out with all of the index cards of with
the spelling words. I believe pre-selected groups should get one set of the words while the other

groups get a different set. Then after about fifteen minutes the groups will switch index cards so
that all groups have a different set of spelling words. I feel like that by modifying this activity in
the following way it will prove to be more effective for students. This will help students to not be
bogged down by so many spelling words at once, also by planning out groups ahead of time it
allows for selection of groups to be determine based on students needs and ability to work with
others. The assessment that I felt was least successful was the Proofreading Spelling page. The
classroom average for this assignment is 84%. This score is average but I felt that after looking at
the scores and evaluating the page that it does not effectively assess students knowledge on all
of their misspelled words or in the context that they will see them on the test. This does not mean
that the page shouldnt not be used in the future but that maybe it should be combined with
another form of assessment. I believe that a spelling scramble word page word be a good activity
to use along with this page. By creating something like this to go along with it students are being
exposed to their spelling words in a way that will help to reinforce their knowledge of how to
spell their words. This page word be providing students with the correct letters of each word but
students will have to actively use what they have learned about how their words are spelled in
order to complete the page. Incorporating these two types of assessments together will allow
students to be exposed to their spelling words in different ways, which is a beneficial approach in
the classroom because all students learn in a variety of different ways. Overall I felt that the
spelling unit plan was affective in improving students knowledge of 4th grade level spelling
words and combined with the findings after evaluating the effectiveness of the activities and
assessments this unit plan could be revised in ways that would be even more beneficial to student
learning.