WEEKLY BLOCK PLAN

Name: Jillian Skal Dates: 2/13-2/17 Class Period or Subject: Spelling

Topic: Spelling Grade Level: 4 Co-op initials with date:

Monday
PA Anchor/Standard or Standard - CC.1.1.4.D-Know and apply grade-level phonics
Eligible Content and word analysis skills in decoding words. • Use combined
knowledge of all letter-sound correspondences, syllabication
patterns, and morphology to read accurately unfamiliar
multisyllabic words.
Lesson Objectives The students will be able to use spelling words in a sentence
with 100% accuracy.
Sequence of activities -Review the type of words we are learning in spelling with the
class
-These are words that follow the ‘FLSZ’ rule. When a one
syllable word ends in an ‘f’ ‘l’ ‘s’ or ‘z’, we give it a “bonus”
letter.
-Ask the class to give you an example from the spelling list.
-Tell the class we are playing a game of hangman.
-Pick a spelling word and draw one dash on the board for every
letter in the chosen spelling word.
-Have class make informed guesses on which letters make up
this word until they are able to guess which spelling word it is.
-When they have guessed it, have everyone spell the word
together and use it in a sentence.
Differentiation -Grant may have his spelling list in front of him as we play
hangman.
Assessment I will informally assess the students by hearing them use the
word in a sentence. This will inform me on whether they
understand the meaning of the word in addition to its spelling.
Tuesday
PA Anchor/Standard or Standard - CC.1.1.4.D-Know and apply grade-level phonics
Eligible Content and word analysis skills in decoding words. • Use combined
knowledge of all letter-sound correspondences, syllabication
patterns, and morphology to read accurately unfamiliar
multisyllabic words.
Lesson Objectives The students will be able to explain the definition and correct
spelling of each word and use it in a sentence.
Sequence of activities -Review the words with the class by asking if anyone can spell a
word from the list
 -Tell the class that we will be presenting spelling word projects
again.
- Pic Collage:
-Must have pictures that reflect the meaning of their assigned
spelling word.
-Must include definition and sentence example not just pictures!
-There must be two separate pic collages for each word.
Poster:
-Must include drawings, pictures, stickers, ect. Not just writing.
-Neat handwriting and correct spelling of the assigned words,
definitions, and sentences.
Presentations:
-Each group will present their pic collage or poster.
-Every student in the group must contribute to the presentation.
-Each group will receive a rubric that lists what must be
included in their presentation.
Differentiation The students’ will be permitted to choose between creating a
poster or a pic collage to showcase their spelling words.
Assessment Assessment:
-The presentation of this project will be the assessment of the
objective.
-I will be assessing the student’s ability to work as a group,
spell, define, and use their words correctly
Wednesday
PA Anchor/Standard or Standard - CC.1.1.4.D-Know and apply grade-level phonics
Eligible Content and word analysis skills in decoding words. • Use combined
knowledge of all letter-sound correspondences, syllabication
patterns, and morphology to read accurately unfamiliar
multisyllabic words.
Lesson Objectives The students’ will be able to spell one syllable words with
double letters with 80% accuracy.
Sequence of activities -Have students finish presenting their projects if there are groups
that did not present yet.
-Following this, we will be puzzling spelling words together as a
class.
-I will put place holders for each letter in a spelling word on the
board marking where the vowel is located.
-I will have one student come up to the board at a time to add a
letter to the word until the whole word is spelled.
-We will repeat until we have spelled every word on the list.
-Review the high frequency words and when/how we would use
them. In addition, review the broken-down version of each
contraction.
Differentiation Grant may spell the words on his mini whiteboard if he prefers.
Assessment I will informally assess the students’ by having them spell five
words on their own from the spelling list at the end of class.
They may choose which words they would like to spell.
Thursday
PA Anchor/Standard or Standard - CC.1.1.4.D-Know and apply grade-level phonics
Eligible Content and word analysis skills in decoding words. • Use combined
knowledge of all letter-sound correspondences, syllabication
patterns, and morphology to read accurately unfamiliar
multisyllabic words.
Lesson Objectives The students’ will be able to spell their spelling words with
100% accuracy
Sequence of activities -Review high frequency words
-Have students spell them all, tell what they are (contractions),
and use them in a sentence.
-Following the review, we will play a game of spelling jeopardy.
-Split the class into two teams and have them take turns spelling
words from the jeopardy board.
Differentiation If any student would like to write the spelling words as they
appear in the game on piece of paper or whiteboard at their desk
instead of participating in the game, they are welcome to do so.
Friday TEST DAY
PA Anchor/Standard or TEST DAY
Eligible Content
Lesson Objectives TEST DAY
Sequence of activities TEST DAY
Differentiation TEST DAY
Assessment TEST DAY

Modification/Accommodation (Generalized across the week):

Words may be tapped out for those who would benefit from that during spelling games and
activities. Struggling spellers will receive letter place holders for their spelling test.
End of the week self-evaluation: