Lesson Plan : Spelling Review
Teacher Name: | Mallory Moes |
Grade: | Grade 1 |
Subject: | Language Arts |
Topic: | Spelling Review |
Content: | matthew: so, were, this, big, eight jared: and, his, she, three, oil, animal, house, sister, four, now mary: do, red, yellow, blue, orange, black, brown, after, first, saw, or, water |
Goals: | matthew: 1.6.8 Spell correctly three- and four-letter words (can, will) and grade-level-appropriate sight words (red, fish). 1.1.11 Read common sight words (words that are often seen and heard). jared: 3.1.2 Read words with several syllables 3.6.8 Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn�t, can�t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare). mary: 3.6.8 Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn�t, can�t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare). |
Objectives: | After pronunciations and activities, the student will spell their spelling words with 70-80% accuracy. |
Materials: | alphabet letters, block worksheet |
Introduction: | The student will go with the teacher to the chalkboard. The student will read their spelling word, spelling out the word, and then say the word again. Purpose: This will be done so that the students will learn how to pronounce the word, as well as spell the word. |
Development: | The teacher will model the correct pronunciation of the word. Purpose: The teacher will model the correct pronunciation, so that the students can hear how it is pronounced. |
Practice: | The students will be given the letters of their spelling word in incorrect order. The student will unscramble the letters in order to spell the word. Once the word is spelled out correctly, the student will be required to say the word, spell out each letter, and then say the word again. purpose: The student will have to think about which letter goes first, and so on. This will give them a chance to sound out the word in their head and try and figure out the order of the letters. |
Accommodations: | Spelling words were not covered up on the board, so that the students could double check their work. |
Checking For Understanding: | The students will go through the words and pronounce them. They will spell the word out loud. |
Closure: | Read through words one more time. |
Evaluation: | Spelling test at the end of the week will determine how well they have learned their words. |
Teacher Reflections: | The students really seemed to enjoy the word unscramble. To make it a little more fun, we also did a word or two that wasn't in their list, such as their name. The first grader really enjoyed this activity. Jared really seemed to enjoy the problem solving of trying to figure out which spelling word matched each block word. |
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