Spelling

Grade: 5
Class/Subject: Language Arts
Unit: Spelling
Lesson Duration: 30 minutes

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
A) Know how to learn: to gain knowledge, understanding or skills through experience, study,
and interactions with others
D) Manage information: access, interpret, evaluate knowledge
E) Innovate; create, generate and apply new ideas or concepts

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome 4:
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication.

Specific Learning Outcomes:

Attend to spelling

 use phonic knowledge and skills, visual memory, the meaning and function of words in
context, and spelling generalizations to spell with accuracy in own writing
 study and use the correct spelling of commonly misspelled words in own writing
 know and consistently apply spelling conventions when editing and proofreading own
writing

OUTCOMES stated in learner friendly language

Students will:
● I will use strategies and visual memory to spell difficult words, then using those words
in a sentence with a capital letter and period.
ASSESSMENTS
Pre-assessment (prior Formative: Depending on Summative (if applicable):
knowledge) (if how the students are
applicable): understanding the words the
teacher can elaborate more.
LEARNING RESOURCES CONSULTED
Resource #1: Grade 5 Spelling Booklet
Resource #2: Teachercorner.net

MATERIALS AND EQUIPMENT

● White board for the teacher.
● Spelling Booklet for the students.
● 10 Miniature whiteboards
 LESSON PROCEDURE
Introduction (time: 10 mins)

Hook/Attention Grabber:
- Students will be given a crossword puzzle with the words they will be learning for the
day.
- Students will be given the instruction to work with their partner if they are struggling to
figure out the answer.
- If their partner doesn’t have an answer than ask the teacher.
Transitioning from Hook to Body:
- Students will be asked to open their spelling workbooks to week two.
- While doing this create a grid with the each word going down, with prefix, root, suffix,
synonym, syllables and meaning.

Body (time:15 mins)

Learning Activity #1: Root, Suffix, Prefix

- With each word go through and break them apart.
o See if each word has prefix.
o See what the root word would be.
o See if the words had a suffix.
Learning Activity #2: Presenting their word
- After going through each word, split students into groups of 2 or 3 and have them
discuss meaning of a word, synonym for their word, and how many syllable their word
is.
- Students will be given 5 minutes to figure out all three attributes of a word.
- After the time, check to see if everyone is complete. Each group will present their word
to the class.
- The students will have one person presenting and another writing. If there is a group of
three they can either present or assist with writing information on the bored.

Closure (time: 5 mins)

Feedback From Students on Learning:

- Students are given opportunity to understand partial meaning by figuring out the
crossword puzzle.
- By having a class discussion about the words students can see the different prefix,
suffix, root, and synonyms.

Transition To Next Lesson(s):

- Students will be given some time to write sentences and practice the words for the
spelling test.
- The pretest and any sentences not complete will be assigned for homework.
Student Differentiation:
- Students that are struggling to come up with synonyms or meaning for their words can
use a thesaurus or dictionary.
- If students are struggling with the cross word puzzle, go through it as a class.
 Pre- Spelling Test
Grade: 5
Class/Subject: Language Arts
Unit: Spelling Test
Lesson Duration: 30 minutes
Goal: To have the teacher be more of a guide for the students learning.

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
A) Know how to learn: to gain knowledge, understanding or skills through experience, study,
and interactions with others
D) Manage information: access, interpret, evaluate knowledge
E) Innovate; create, generate and apply new ideas or concepts

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication.

Specific Learning Outcomes:

Attend to spelling

 use phonic knowledge and skills, visual memory, the meaning and function of words in
context, and spelling generalizations to spell with accuracy in own writing
 study and use the correct spelling of commonly misspelled words in own writing
 know and consistently apply spelling conventions when editing and proofreading own
writing

OUTCOMES stated in learner friendly language

Students will:
● Use strategies and visual memory to spell difficult words, then using those words in a
sentence with a capital letter and period.
ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if - The teacher will have
applicable): access to the students
spelling books and see
how they are
implementing the
words in a sentence.

LEARNING RESOURCES CONSULTED

Resource #1: Teacher Associate
Resource #2:Spelling Booklet
Resource #3: Teachercorner.net
Resource #4: Flippity – for randomizing groups

MATERIALS AND EQUIPMENT

● White board for the teacher
● Epson board or Smart Board
● Spelling booklet for the students
● Word Search created at teachercorner.net
● 20-23 Thesauruses
LESSON PROCEDURE
Introduction (time: 3 mins)

Hook/Attention Grabber: Word Search

- Using the word search created by the teacher, have 3 students hand out the word
search.
- Have another three students hand out their spelling books and have them turn to week
4.
- Select 3 students to handout thesaurus to each student.
- The 10 words we are working on the week are located in the word search.
Transitioning from Hook to Body: Set a timer for 3 minutes
- During the time the teacher will write:
o Word search
o Partner work
 Synonyms - find only one (Use thesaurus to help find root word, prefix,
suffix)
 Locating prefix, root, and suffix.
o Class answers – if enough time
o Sentences
Body (time:17mins)
Learning Activity #1: Synonym, Prefix, Root, Suffix
- After the timer goes off the teacher will explain to the students they can work on the
word search on their own time.
- The teacher will use flippity to split the students into groups of two.
- Looking at what the teacher has written on the board, the students will be tasked with
finding one synonym to each word in week 4 of their spelling test first, after they can
move on to find the prefix, root, and suffix.
- The teacher will explain that each word either has a suffix or a prefix, using the
thesaurus for help.
NOTE: Each root word is findable in the thesaurus.
- The teacher will set the timer for 12 minutes to keep track of time and remind the
students to stay focused.
- After the 12 minutes the teacher will ask the students to have their eyes and ears on
the teacher.
Closure (time:10mins)
Feedback From Students on Learning: Going through the booklet and individual work.
- The teacher will start with awfully, writing the word on the bored, asking the students
 what synonym they found. The teacher selects one student, the teacher will ask how
they spelled it and provide one of their own.
- The teacher will ask a student who thinks they have the right suffix to come up and
underline what they think.
o If right, the teacher will say correct. Using the same process as awfully for the
reminder of the words with a suffix.
o If the student gets it wrong, have them select a different student to help them. If
that student gets it wrong this probably indicates majority of the class got it
wrong, so the teacher can show the proper suffix.
- If the word has a prefix instead of a suffix, the teacher will ask a student if know the
prefix. The teacher will follow the same process as a suffix if a student get it right or
wrong.
- After the class goes through each word, students will use the remainder of the time to
create sentences with the spelling words located on the next page.
Transition To Next Lesson(s): Reminder
- The teacher will remind the students to take their books home as they have a spelling
test on Friday. They can use to the pre-test to practice.
Student Differentiation:
- The teacher could have the students use white boards to test/practice finding the prefix,
root, and suffix in word instead attempting and erasing in a book.
- If the teacher is pressed for time or the students does not feel like it, they can tell the
teacher the words to underline when going through the prefix, root, and suffix.
- Instead of just going through the prefix, root, and suffix the teacher could have the
students go through the sentences and go through them as well. The teacher would
have students switch with a shoulder buddy they can check for grammar, punctuation,
and sentence structure.
 Spelling Test Week 4
Grade: 5
Class/Subject: Language Arts
Unit: Spelling
Lesson Duration: 30mins

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
A) Know how to learn: to gain knowledge, understanding or skills through experience, study,
and interactions with others
D) Manage information: access, interpret, evaluate knowledge

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome 4:
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication.

Specific Learning Outcomes:

● Use phonic knowledge and skills, visual memory, the meaning and function of words in
context, and spelling generalizations to spell with accuracy in own writing
● Study and use the correct spelling of commonly misspelled words in own writing
● Know and consistently apply spelling conventions when editing and proofreading own
writing

OUTCOMES stated in learner friendly language

Students will:
- Will be tested on their memorization of words.
ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if - Using the game - Students will be marked
applicable): Kahoot, students will based on the spelling of
be given the the words.
opportunity to show
how they learned.

LEARNING RESOURCES CONSULTED

Resource #1: Kahoot: https://create.kahoot.it/share/week-4-spelling/4d275eb3-221f-42db-8e51-f67b74855bda
Resource #2: Teachers Associate spelling booklet
MATERIALS AND EQUIPMENT
● Big white board
● Student Spelling book
● Smart board or Epson board
● 10-23 chrome books
 LESSON PROCEDURE
Introduction (time:2-3 )

Hook/Attention Grabber: Handing out student spelling books

- Have 3 students hand out their spelling books.
Transitioning from Hook to Body:
- After everyone gets their spelling books students can turn to a different page.

Body (time:23-25mins)

Learning Activity #1: Spelling test

- Students will write 1-10 on the side of their books, doubled spaced.
- The teacher will pick the order of the words for them to spell.
- After the students are done they can hand in their books to the teachers desk.
Learning Activity #2: Kahoot – individuals
- The teacher will explain that the students are playing Kahoot.
- The teacher will have students go up in groups to grab a chrome book and log in.
- The teacher will have the kahoot up on the Smart/Epson board.
- Students will sign in based on the initials in the last letter of their names.
- After all the students are logged in the teacher can begin the kahoot.
- After the Kahoot is completed the teacher will have students go up in groups to place
their chrome books in. The teacher will ask for a volunteer to plug in the chrome books.

Closure (time:2-3mins)

Feedback From Students on Learning:

- The feedback will come from the students spelling test books to see if they spelled the
words correctly.

Student Differentiation:
- The teacher could have the kahoot in teams rather than individuals.
- Students could mark themselves or each other instead of the teacher marking the
students.
 Spelling Test
Grade: 5
Class/Subject: Language Arts
Unit: Spelling
Lesson Duration: 30mins

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
A) Know how to learn: to gain knowledge, understanding or skills through experience, study,
and interactions with others
D) Manage information: access, interpret, evaluate knowledge
E) Innovate; create, generate and apply new ideas or concepts

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome 4:
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication.

Specific Learning Outcomes:

OUTCOMES stated in learner friendly language
Students will:

● use phonic knowledge and skills, visual memory, the meaning and function of words in
context, and spelling generalizations to spell with accuracy in own writing
● study and use the correct spelling of commonly misspelled words in own writing
● know and consistently apply spelling conventions when editing and proofreading own
writing

ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if - Using the game - Students will be marked
applicable): jeopardy, students will based on the spelling of
be given the the words.
opportunity to show
how they learned.

LEARNING RESOURCES CONSULTED

Resource #1: https://jeopardylabs.com/play/5a-grade-spelling-words
Resource #2: Teachers Associate spelling book
Resource #3:

MATERIALS AND EQUIPMENT

● 4-5 Big White boards – dependent on the room
● Student Spelling book
● Smart board or Epson board
 LESSON PROCEDURE
Introduction (time:2-3 )

Hook/Attention Grabber: Handing out student spelling books and note books
- Have 3 students hand out their spelling books.
- The teacher will have 3 students hand out the writing books.
Transitioning from Hook to Body:
- After everyone gets their books. Students will be asked to close their spelling books
and place their writing books on top.

Body (time:23-25mins)

Learning Activity #1: Spelling test

- Students will write 1-10 on the side of their books, doubled spaced.
- The teacher will pick the order of the words for them to spell.
- After the students are done they can hand in their books to the teachers desk.
Learning Activity #2: Jeopardy
- The teacher will split the students up into groups of either 4 or 5, depending on how
many students there are.
- The teacher will explain that the students are playing jeopardy. Rules are as followed:
o Students must spell the word correctly to get the points.
o After someone has written on the board, students need to switch.
o Teammates can help with spelling and answering questions.
o The teacher will check the answer before awarding the points to make sure the
students are correct.
o The writing must be readable for the teacher.
o To get the teachers attention THE STUDENT THAT WROTE THE ANSWER
MUST PUT THEIR HAND UP AND SAY “DONE”.
- The teacher can play this until there is 2-3 minutes left in class for clean-up.

Closure (time:2-3mins)

Feedback From Students on Learning:

- The feedback will come from the students writing books to see if they spelled the words
correctly.

Student Differentiation:
- If time allocates and the teacher has the material they could use, blank sheets of paper
or mini white boards instead of the big boards.
- The teacher could have students work independently rather than groups.