Rotation Focus (4 /English /Spelling): y Date/s to be implemented: 20" August- 24" August Section One: Planning Key focus for the activities Spelling Curriculum area: English Topic/Strand: Language ‘Curriculum link: Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513) The lesson outcomes/objectives By the end of this activity students should be able to: Group 1 Correctly spell, demonstrate, and reflect the words that begin with ‘st’ Group 2- Correctly spell, demonstrate, sort and reflect the words that contain ‘ou Group 3- Correctly spell, demonstrate, sort and reflect the words that end with -y’ Group 4- Correctly spell, demonstrate, sort and reflect the words contain double letters and end with ‘ies’ Section 2 - Learning Activities (for rotations & routines) ACTIVITY: Teacher instruction TIME: 20minutes ‘Set up and description of activity What will the Resources/, Checks for learning learner do? ‘groupings ete and assessment ‘Ask students key questions- 5 minutes Be abletoidentify | Scrap paper ‘Questioning about ‘© What do you notice, what do you notice the spelling Spelling words the patterns in their about all of these words? What about this _| pattern. Dice words group and that group etc Pencils ‘* Howare the sounds in this word alike? ‘* What pattern do you notice? Write the focus sounds or patterns on the bored - ‘Sminutes Roll, say and add Students then roll the dice and must say the first Group 4 word in the pile. IF they get it correct they can add the number on the dice to their totall The student with the most points wins. Word hunt-5 minutes ‘© Students walk around the classroom finding. words that are linked with their spelling words Discussion of those words where do they fit and why- S minutes ACTIVITY: Manipulatives- Letter Hunt TIME: 20minutes ‘Set up and description of activity What will the Resources/ Checks for learning learner do? groupings etc and assessment Use manipulatives | Newspapers/ Over the shoulder Students choose 4 spelling words to begin with. | (newspapers, glue | magazines observation They look through the newspapers and andscissors)to _| Scissors magazines and cut out and letters needed to | form theirspelling | Glue form their words. words and identify | Spelling books ‘© The students glue their spelling word cut outs _| the patterns in their into your spelling book. spelling words. | Group 1 |© They are responsible for cleaning up their area after. Using this method of spelling; children are using, various parts of their brain and multiple different. senses to build those pathways that lead to strong memory retention. Group 3 ACTIVITY: Word work- Vocab Bingo ‘TIME: 20 minutes ‘Set up and description of activity What will the Resources/_ Checks for learning learner do? groupings etc and assessment, ‘© Students write their spelling words on their bingo card with a whiteboard marker. ‘* Thenominated student will call out a word from the spelling list. ‘* Ifa student’s word is called out they place a counter on the corresponding word. ‘© Once they have 3 in a roll they need to call out BINGO ‘© Thenominated students will check it and see if you are the winner. ‘© They can keep playing until the teacher says stop. © Then they need to wipe their cards clean’and so other students can reuse them Bingo cards Dry erase markers Write their spelling words on a bingo card and play a game of bingo Group 2 [eee ACTIVITY: Whole Body Spelling ‘TIME: 20 minutes ‘Set up and description of activity What will the Resources/ Checks for learning learner do? groupings ete and assessment Create a pic collage | iPad with pic collage | Observation ‘¢ Students choose 3 words to start off with ofthe words they | application + students wil either workin pairs or by ee lees themselves (with the self-timer) to take photos of themselves forming the letters of their chosen words They can go outside or on the veranda you will form your spelling words with your body. ‘© Once they have done 3 words you come back into the classroom and make a pic collage to form the words with the photos you have taken. © Ifthey finish quickly the students can make more words