GENEVA COLLEGE

BEAVER FALLS, PA
SPELLING LESSON PLAN 6

NAME: ___Allie Gore_____________________ DATE: __March 23, 2021________

SUBJECT: __English Language Arts___________ GRADE LEVEL: Fourth grade_________

I. TOPIC
Practicing spelling words in stations.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CC.1.4.4.L Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.

III. LESSON OBJECTIVES

The students will be able to write the vowels in their spelling words with blue crayon and
the consonants in red crayon.
The students will be able to write their spelling words correctly on their dry erase boards.
The students will be able to draw 5 of their spelling words.
The students will be able to fill in the blanks by choosing the correct spelling word on the
spelling pages.

IV. MATERIALS
 Spelling books
 Planners
 Pencils
 Rhyming Worksheet
 Paper with sentences
 Dry erase boards and dry erase markers
 Red and blue crayons
 Blank paper
 Colored pencils

V. A. INTRODUCTION
To begin, tell the students “take out your work from yesterday. I would like to go over it to
begin class today.”
Wait for the students to get their work out, then ask the students “Who chose to write
sentences with their spelling words?”
Give time for the students to respond, then ask the students “Who would like to share one of
the sentences they wrote?”
Call on a student and allow them to respond, then have every student who wrote sentences to
share one of their sentences they wrote.
Then, ask the students “Who chose to rhyme their spelling words? Alright, let’s go through each
word together.”
Start at number one then go through each word, calling on a different student each time to
share a rhyming word.
B. LESSON DEVELOPMENT
Share with the students “Today we are going to centers. Each center will have an activity you
will complete with your spelling words. In the first station you are going to write your spelling
words in crayons You are going to write the consonants in red and the vowels in blue. In the
second station you are going to write your words on dry erase boards. In the third station you
are going to choose 5 of your spelling words and draw pictures of it. Then, in the last station
you are going to work on your spelling pages. Work on page 136 first.”
Place the students in the groups below.
Group 1: Group 2: Group 3: Group 4:
Zoey Sophia Korynn Ty’Daeja
Kam Lily Gracie Alyviah
Emma Christian Luca Ryleigh
Jacob Kellen

Tell the students that group one will start by writing the spelling words in crayon, group two
will start by writing their spelling words on the dry erase boards, group three will start by
choosing 5 of their spelling words to draw, then group 4 will start by working on their spelling
pages.
Tell the students “You will work in each group for about 6 minutes, and I will tell you when to
switch centers.”

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
Process: The students will be placed into groups based on readiness. The lowest group
will receive more teacher help then the advanced groups.
D. CLOSURE
Close the lesson by asking the students “Can someone tell me how to spell the word baboon?”
Choose one student to spell this word, then repeat for the words below.
-increase
-beneath
-sneak
-domain
-discount
-reveal
-afloat
ASSESSMENT/EVALUATION
The students will be formatively be assessed when they turn in their spelling pages on
Thursday. The students will be assessed on their ability to choose the correct word that goes in
the blank. -I expect the students to achieve a 95%.
The students will be informally assessed when they share their drawings of their spelling words.
They will be assessed on if they understood what the spelling word meant. -I expect the
students to achieve a 98%.
The students will also be formally assessed on Friday with a spelling test including these words.
The students will be assessed on their ability to spell the words correctly. -On this assessment
at the end of the week, I expect the students to achieve a 95%.

VI. MODIFICATIONS AND/OR ACCOMMODATIONS

I will accommodate for Jacob by placing him in a group with the most advanced students. These
students will help keep him on track. I will also accommodate for Jacob by only having him do
the spelling page instead of all 4.

VII. SELF-EVALUATION
I walked away from this lesson really confident in the student’s ability to spell
their words. The students were exposed to their spelling words in many
different ways and they greatly enjoyed these new centers. They loved all the
activities that were in each station, in fact when I explained the stations to
them, the students were unable to hold excitement inside. They were eager to
start the stations, especially using the whiteboards. While the students loved
the stations, we did not have enough time to go through all of them because
when we reviewed the rhyming worksheet, it took much longer than I thought
it would. However, that is okay because the students were greatly involved in
this portion of the lesson. Tomorrow, I will begin class by having the students
finish the last station that they did not get to today All in all, I believe that this
was a great lesson. The use of the stations was effective and engaged the
students. However, I will know more about the effectiveness of these stations
on Friday when the students take their spelling tests.

Cooperating Teacher Approval _________________________________________________