Laura Taylor
TEDU 426
4/9/2015
Spelling Assessment
Purpose: The student understands her beginning and ending of words. She gets confused on her
vowel sounds. She was hearing A for the E sound, and U for O sound. She was taking the
familiar letter sound she could identify with and used that in place of the correct letter. Today’s
lesson will focus on working with the A and E sounds. She will need to be able to identify these
sounds correctly in order to improve her writing, and reading skills. Writing is critical within
literacy, so the students understand the words we speak are also written on paper.
1.6 The student will apply phonetic principles to read and spell.
a) Use beginning and ending consonants to
decode and spell single-syllable words.
b) Use two-letter consonant blends to
decode and spell single-syllable words.
c) Use beginning consonant digraphs to
decode and spell single-syllable words.
d) Use short vowel sounds to decode
and spell single-syllable words.
e) Blend beginning, middle, and ending sounds to recognize and read words.
f) Use word patterns to decode unfamiliar words.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words.
Objective:
Given a word/sound sort the student will place the correct word or picture under the correct
corresponding short vowel sound with 90% accuracy.
Playing a board game the student will search for a word that has the same short vowel they
land on with 100% accuracy.
Given a blind writing sort, and the student will sort and write each word with 100% accuracy.
Procedure:
 Today we are going to do a couple activities that help us practice our short vowel sounds.
Do you remember the spelling test you took two weeks ago? Well today we are going to
work on a couple words you seemed confused about. We are going to start with a
word/picture sort that focuses on our short a and short e sounds.
 Word/Picture Sort
o First show the student the words he/she misspelled in hopes he/she will
understand why he/she messed up.
o Next, place the Short A and E headings on the table and lay out the pictures. Pick
one up and read it aloud what the picture is and place it under which short vowel
sound I hear A or E.
o Model a few more pictures then allow the student to complete the short
themselves
o Repeat the above steps with the word examples of short a and e

Hopping Frog Game 5.26 WTW
o After the student has successfully completed the word/picture sort pull out the
board game, and allow the student to open it themselves.
o Explain the rules for the game.
 Whoever has the closet birthday to the current date gets to go first and
then so on from there.
 The first player turns the spinner until it lands on a short vowel sound.
 Then the player should move to the closet word that matches that vowel
sound
 To stay on that spot the student must read the word that matches the sound
and say another word that matches the same sound
 The next player does the same and so on
 Whoever hops off the board first wins
o Depending on time play this game once or twice
o Finish the lesson with a blind writing sort. On a sheet of paper have two
categories short A and E. First Model for the student then allow them to complete
the sort themselves.
 Read the first word from the word bank.
 The student will then write down the word he/she hears under the correct
heading. If the student has difficulty deciding allow he/she to see the
picture, and move to the next word.
 There should be a total of 12 words for the student to complete
o Once finished with these activities ask the student if he/she is now better able to
hear the difference between the short a and e within words. Is there anything
he/she learned to help them decide the correct vowel?
Materials:
 Word/ picture sort
o Worksheet for completion
 Hopping Frog Game
o Spinner
o Frog markers
o Dice
 Blind writing sort words
o Worksheet for blind sort
 Previous Spelling Test
Evaluation Part A:
During the first activity I will look to make sure the student is sounding out the word and looking
for sound cues that will help he/she determine between short a and e. I want he/she to think
about all of their vowels and not just the first one he/she thinks sounds correct and will work.
He/she should begin to understand that short a and e have similar sounds, but that doesn’t mean
short A always goes into a short E word. If the student correctly places 17 out of 20 of the words
and pictures correctly I know he/she are beginning to understand the difference.
The second activity should be a fun game that helps him/her to review all of them short vowels.
I will look to make sure he/she are sounding out those short vowel sounds and placing them on
the correct word that represents that sound.
The last activity will test to ensure they really understand the difference between short a and e. I
will know that the student understands these differences if he/she writes and sorts 12 out of 12
words correctly.
Evaluation Part B:
 Explain whether or not the student met your objectives. Be sure to address each objective.
The student meet my first objective with ease. She actually completed it with 100% accuracy
The student did a great job finding the words on the board saying them and then giving me
another word that met that vowel sound.
The last objective she struggled with, but quickly began to understand that the short a and e
vowels do sound different from one another.
 Explain how you know whether or not the objectives were met.
I was able to determine if the student meet my objectives by the work they completed. The fact
she placed all the words and pictures under the correct heading indicates she knows the
difference. When she was easily able to find the a, u, o, or e vowels within the words of the
game. I knew she was sounding out each word and understanding the different sounds. Lastly, I
knew the student understood the difference between short a and e vowel sounds when she placed
all the words under the correct vowel sound.
 Describe the strengths and weaknesses of your teaching of the lesson.
During the lesson I did a great job of helping the student sound out the words if they were having
a difficult time. I need to work on giving the students more time to find the answer themselves.
 Reflect on how you would change the lesson.
While teaching this lesson I realized I needed to provide more examples to help the student
really understand the difference in the two vowel sounds.