Word Study Activities
Language Arts Portfolio I
By Alexa Jones
2
Emergent Writing Stage
The emergent stage of writing is the first stage of children’s development of writing.
This stage typically lasts from anywhere between pre-Kindergarten until the middle of first
grade. During this stage, children begin with scribbles, pictures, letters, and some letter-like
forms. They do not associated print with phonemes or sounds and have no concept of word.
They also pretend to be able to read and write based on memorization of books and their words.
To develop print, children at this stage will need to be presented with an environment that allows
them to play, pretend, and explore their world; teachers should encourage students to play and
pretend at this time as well.
Some skills and concepts that will be taught to students at this stage would be to compare
writing and drawing, to learn how to form letters, to learn the direction of writing on a page, and
to learn some letter and sound matches. Teachers should focus on modeling how to write
properly for the students at this stage. On the other hand, teachers also should not focus on
correct spelling; but instead, encourage students to use invented spelling. There are many
different instructional techniques to use for this stage, and the following section will contain four
developmentally appropriate lessons for children at this stage of development. The lessons will
focus on the skills and concepts of this stage that were mentioned above.
3
Student Teacher:____ Alexa Jones_________
Grade Level:____Pre-K ______ Subject:___ Language Arts (Grocery store play activity)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.PK.A- Purpose for Reading- Use a variety of text during play.
 1.1.PK.B- Word Recognition- Identify familiar words in environmental print.
 1.1.PK.C- Vocabulary Development- Use new vocabulary when speaking.
 1.4.PK.B- Informative- Write, dictate, or illustrate to communicate information.
 1.5.PK.F- Convention- Use age appropriate conventions of language when writing, with
adult assistance.
 1.6.PK.A- Listening Skills/Discussion- Listen actively and respond in conversation.
 1.6.PK.B- Presentation- Share experiences when asked.
 1.8.PK.B- Location- Locate information on identified topics with teacher guidance.
Common Core Standards:
 Reading Standards for Informational Text K-5
o 1. With prompting and support, ask and answer questions about key details in a
text.
o 7. With prompting and support, describe the relationship between illustrations and
the text in which they appear.
o 10. Actively engage in-group reading activities with purpose and understanding.
 Writing Standards K-5
o 2. Text Types and Purposes: Use a combination of drawing, dictating, and writing
to compose informational/explanatory texts in which they name what they are
writing about and supply some information about the topic.
 Language Standards K-5
o Use words and phrases acquired through conversations, reading, and being read
to, and responding to texts.
 Speaking and Listening Standards K-5
o 4. Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
o 6. Speak audibly and express thoughts, feelings, and ideas clearly.
Pre-assessment: The students took a class field trip to the local grocery store. The children
were allowed to explore the store a bit, and discuss what a person would need in order to come to
the grocery store. They also discussed checkouts at the grocery store, the organization of the
aisles, and what sales mean.
Objectives:
 Students will develop concepts about print by imitating the actions and uses of reading,
writing, and speaking in a grocery store.
 Students will use related vocabulary in their daily role-playing activities in order to share
ideas and information about grocery stores. They will use simple sentences and details.
4
Materials:
 Coupons
o Construction paper, crayons & markers, glue, scissors, Food magazines (pictures
of food for the coupon)
 Checkout station
o Boxes, table, toy cash register, Monopoly ™ money, toy scanner.
 Aisles of food
o Toy kitchen play food, boxes and tables to make the aisles, baskets for shopping
carts/grocery baskets, paper to make labels and prices
 Paper for shopping lists
 Make a list at the end of each day of additional materials needed to share with parents.
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO
Following the trip to the local grocery store, students will work together to create their own
“pretend” grocery store in the classroom.
Day 1:
 Students will be divided into 2 groups. There will be three stations: a station constructing
the aisles of the grocery store, a group creating the checkout counter of the grocery store,
and an art station where pictures for sales signs or coupons can be created.
o Both groups will get a chance to go to the art station.
Day 2-5:
 Students will be allowed to actively play in their grocery store. Students should take
turns role-playing, such as customer, cashier, manager, custodian, etc.
Description_______________________________________________________Time:
THROUGH
Day 1:
 What did you see in the checkout area of the grocery store? What did you see in the aisle
(hallways) of the grocery store? What do we need to make in order to build our own
grocery store? What kind of materials or things will we need or could use?
 Teacher role: Director
o I will help guide the students to create their centers. Different students will be
assigned to different tasks at the time being.
Day 2:
 What did people in the grocery store do? What workers were there? What other workers
could be there that we didn’t see (custodian)? What did the workers do? What do we do
if we are the shoppers?
 Teacher role: Participant
5
o On this day, I will participate in the student’s role-playing activities. I can help
guide their behaviors and encourage them to use grocery store vocabulary:
cashier, aisle, grocery, coupon, manager, and sale.
Day 3:
 How can we play grocery store today?
 Teacher role: Guide
o I will encourage the students by making suggestions for their roles if needed. I
will begin by participating in their play, but then remove myself so I can observe
their role-playing.
Days 4 & 5:
 These days will be spent allowing the children to actively play in their new grocery store
setting and roles. They will run their own grocery store, and I will allow the students to
negotiate over roles in the store. As students are playing, I will be observing and
checking certain behaviors the students are doing and vocabulary words that I hear my
students using off a checklist. I will also take notes on how the students used print
(shopping list, sales, coupons, money, or receipt) during play.
**At the end of each day, we will create a list of vocabulary words that the students have
learned based on the words used in a grocery store. I will demonstrate the proper technique
of writing (starting at the left moving right, starting in the upper left corner, etc.).
Decription_________________________________________________________Time:
BEYOND

I will have the students share with the class what they learned about the roles they played
in the grocery store. We will have an open discussion about each role and what was
needed in the roles.
6
Student Teacher:____ Alexa Jones_________
Grade Level:____Kindergarten ______ Subject:___Language Arts (Word Salad)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.K.B- Employ word recognition techniques
o Use association strategies to identify letters
o Demonstrate phonological awareness through segmenting and blending of
phonemes
o Use knowledge of letter sound correspondence (alphabetic principle) to decode
words in context
Common Core Standards:
 Reading Standards: Foundational Skills K-5- Phonological Awareness
o 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words- demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sound or many of the most frequent sounds for each
consonant.
Pre-assessment: Students will have practiced their sounds prior to this lesson. Then to begin the
lesson the students will be introduced to what makes up a salad and the sounds.
Category of Phonological Awareness: Sound matching
Objectives:
 Students will group words based on the sound at the beginning of the word.
Materials:
 Bowls for each student
 Spoons for each student
 A green, red, and orange crayon for each student
 Various object/picture cards for students (starting with /l/, /t/, or /c/)
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO
 Who likes to eat their “veggies?”
 What do we call something we eat that’s a mix of vegetables? (hint: it starts with a /s/
sound- s-s-s-s-s)
 What do we put in our salads?
o Lettuce
o Tomato
o Carrots
7
Description_______________________________________________________Time:
THROUGH








Each student will receive their own bowl and mixing spoon as well as a pile of pictures
each starting with /l/, /t/, or /c/
We will begin to assemble our word salad.
What do we start with when we make a salad? (hint: it’s green and leafy)- lettuce
Students will find all the words that begin with /l/ and place them in front of the students.
o Log, leaf, lamp, lake, etc.
Review the /l/ words
Once we have all the /l/ words, students will color them green.
Then they will place them in the bowl we’ll stir them together.
Repeat these steps using /t/ and /c/.
o Color /t/ red and /c/ orange.
Decription_________________________________________________________Time:
BEYOND



Create a vocabulary list with the students.
Have the students tell me what words started with the /l/, /t/, or /c/ sounds.
Will use the students to help me write and sound out the words.
Lesson plan adapted from:
McGregor, T. (2007). Launching Sequence: Metacognition. Comprehension Connections:
Bridges to Strategic Reading. Portsmouth, New Hampshire: Heinemann
8
9
Student Teacher:____ Alexa Jones_________
Grade Level:____Kindergarten ______ Subject:___Language Arts (Elkonin Boxes)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.K.B- Employ word recognition techniques: Use association strategies to identify
letters; demonstrate phonological awareness through the segmenting and blending of
phonemes; use knowledge of letter sound correspondence (alphabetic principle) to
decode words in context.
 1.1.K.E- Demonstrate accuracy and automaticity in phoneme segmentation, letter
naming, letter-sound correspondence, and blending (decoding) simple words.
 1.5.K.F- Use grade appropriate conventions of language when writing and editing, with
adult assistance: begin to form letters correctly; use correct spacing; spell words modeled
in the classroom correctly
Common Core Standards:
 Reading Standards: Foundational Skills K-5- Phonological Awareness
o 2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes): Count, pronounce, blend, and segment syllables in spoken words;
Blend and segment onsets and rimes of single-syllable spoken words; Isolate and
pronounce the initial, medial vowel, and final sounds in three-phoneme words.
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words- demonstrate basic knowledge of one-to-one letter sound correspondences
by producing the primary sound of many of the most frequent sounds for each
consonant; Associate the long and short sounds with common spellings
(graphemes) for the five major vowels.
Pre-assessment: I will pre-assess the students by checking their knowledge on basic letter
sounds such as /s/, /m/, and /n/.
Objectives:
 Students will be able to stretch out individual sounds in words using pipe cleaners.
 Students will be able to indicate different phonemic sounds in words using Elkonin boxes
in at least 4 out of 5 times.
Materials:
 Pipe cleaners
 Elkonin boxes
 Beans
 3 or 4 letter words
 Elkonin box worksheet
10
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



Start by making letter sounds such as /s/, /m/, and /n/
Ask the students what sounds am I making and what letters make those sounds?
Letter sounds combined together make words.
Description_______________________________________________________Time:
THROUGH








Begin with a pipe cleaner and the word: cat.
Have students hold the pipe cleaners in the center, and as they say the sounds to the word
to move their fingers outward. Once the letters are all sounded out, students will repeat
the word again and slide their fingers into the middle again.
Practice this again but out loud. Have the students stretch the words out orally.
o Cat= ccc- a-ttt= cat
Pass out Elkonin box worksheets.
Give each student 3-4 kidney beans to work with.
Have the students move a bean into each box for every sound he or she hears in the word.
o For example, CAT
 For the /c/ sound, the students would move one bean into the box. The /a/
sound would have another bean moved into a different box, and the /t/
sound would move the last bean into the last box.
Students will write in their guesses for what letters spell that word in the spaces on the
worksheet.
Repeat this for 4-5 words if time allows
o Sat, map, clap, dog, ten
Decription_________________________________________________________Time:
BEYOND



As a class, we will segment one more word together, POT
Students will stretch the word out on the pipe cleaner and then we will use the Elkonin
boxes I’ll have drawn on the board and magnets to sound it out.
As we sound out the word, we will decide what letters make what sounds.
*Lesson plan adapted from:
http://teachingtoday.glencoe.com/lessonplans/phonemic-segmentation
**The Elkonin boxes will be on sheets of laminated paper so that they may be used many times.
11
12
Student Teacher:____ Alexa Jones_________
Grade Level:____ 1st grade ______ Subject:___Language Experience Approach
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.1.B- Use word recognition techniques: demonstrate phonological awareness through
phoneme manipulation; demonstrate knowledge of letter sound correspondence
(alphabetic principle) to decode and encode words.
 1.2.1.A- Demonstrate concepts of print: identify text organization and use content to
derive meaning from text.
 1.5.1.F- Use grade appropriate conventions of language when writing and editing: spell
common, frequently used words correctly; use capital letters correctly; punctuate
correctly; begin to use correct grammar and sentence formation.
 1.6.1.A- Listen actively and respond to others in small and large group situations with
appropriate questions and ideas.
Common Core Standards:
 Reading Standards: Foundational Skills K-5- Phonological Awareness
o 2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes)- Distinguish long from short vowel sounds in spoken single-syllable
words; Orally produce single-syllable words by blending sounds, including
consonant blends.
o Phonics and Word Recognition- 3. Know and apply grade-level phonics and word
analysis skills in decoding words- Know the spelling-sound correspondences for
common consonant digraphs, decode regularly spelled one-syllable words.
Pre-assessment: Students will have done this morning routine every day. Therefore, it will be a
familiar lesson for them. I will continually add more difficult material as the students improve.
Objectives:
 Students will be able to list the day of the week, the weather of the day, and our
extracurricular activity for the day on the board.
 Students will be able to tell me how to spell and write the sentences that we created as a
class.
Materials:
 Bulletin board
 Weather chart
 Laminated sentence strips
 Dry erase marker
 Easel
 Large piece of paper
 Calendar
 Pictures of letters and words that begin with that letter
13
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO


The students will sing out magic carpet song and travel to the carpet area for the morning
routines.
Once at the carpet, ask students what we need to record before we begin the day.
o The day of the week, the weather, our special for the day.
**This is a daily routine so students will know it all pretty well.
Description_______________________________________________________Time:
THROUGH




My easel and pad of paper will be set up in our magic carpet corner already by the time
the students get to the area.
The first line to be written is “Today is Monday.”
o I will ask the students for help writing the word “today”
o T-t-t-t what letter makes that sound?
o See if the class can spell day as a high-frequency word.
o What word comes next? “Is”.
o M-m-m what letter is that? Martha do you know what letter that is?
o Point out day again in Monday.
o Choose a child to move the arrow on our day chart.
Next line is, “the weather today is ____.”
o Have the students help me spell “the” (high-frequency word).
o Ask the students what letter starts “weather”
 If they say “y”, ask a student to come up to our letter chart and compare
the “w” and “y” words. Then make a decision.
o Have students tell me how to spell “today is”.
o Sound out the weather condition.
o One student will spin the spinner arrow to today’s weather condition.
The last line is, “We have _____ today.”
o W-w-w, e-e-e. How do we spell "we"?
o Sound out have.
o Now name the special class they have. For example, library.
o Ask the students how we can find out how to spell “library.”
o A student will eventually go to our school word wall and pull off the word
“library.”
o Another student will stick the picture of the books up next to the word.
14
Decription_________________________________________________________Time:
BEYOND



Once we are finished writing our morning routine, we will read it together as a class.
If the class is satisfied with the message, we will return to our seats for class.
Once students become more proficient with this activity and with some of the highfrequency words, I will begin to add more to the list.
o The time, a subject they are excited to learn today, a summary of the day before,
something from the weekend, etc.
This lesson could also be taught on the SMART board instead of just a regular chalk board. I
can have the students watch me write on the SMART board.
15
Letter-Name Alphabetic Stage
The letter-name alphabetic stage is the second stage in word study development.
Children between the ages of five and eight typically fall in this stage. This phase begins
students’ understandings of words. Children begin to match the majority of phonemes to letters
and develop more knowledge on the concepts of word. For example, students during this phase
are starting to represent beginning and ending sounds of words with letters they know. They are
also beginning to use abbreviated spellings, letter names to invent spellings, and they omit silent
letters when writing. Children also begin to read word-by- word in beginning reading materials.
During this stage, it is important that teachers begin coaching students to understand the concepts
of words by encouraging reading and matching sounds with letters. Teachers can coach students
through stretching words to isolate the phonemes of words. Similarly, it is important to begin
introducing and teaching high-frequency words to students through a multitude of instructional
manners.
There are many instructional strategies that can be used and are useful to teach word
study skills to students at this level of development. Songs and chants can greatly help students
to understand the concept of words being individual chunks of letters, as well as to learn to read
from left to right. Allowing students to write on their own and invent their own spellings during
kid writing helps them to develop phonological awareness. Word walls can help students learn
high-frequency words faster as it is important to not allow students to invent spellings for highfrequency words. These strategies will be demonstrated in the following lesson plans for
students at the letter-name alphabetic stage.
16
Student Teacher:____ Alexa Jones_________
Grade Level:____ 1st grade ______ Subject:___Language Arts (Song and chant)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.6.1.A- Listen actively and respond to others in small and large group situations with
appropriate questions and ideas.
 1.1.1.B- Use word recognition techniques: demonstrate phonological awareness through
phoneme manipulation; demonstrate knowledge of letter sound correspondence
(alphabetic principle) to decode and encode words.
Common Core Standards:
 Reading Standards: Foundational Skills K-5- Phonological Awareness
o 2. Demonstrate understanding of spoken words, syllables, and sounds: Orally
produce single-syllable words by blending sounds, including consonant blends.
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words- Know the spelling-sound correspondence for common consonant
Pre-assessment: We will have sung and chanted many songs in class, therefore the students are
accustomed to singing in class. They will also have had practice rhyming words together in the
songs.
Objectives:
 Students will be able to sing along to the song Down by the Bay as an entire class.
 Students will be able to match rhyming words together on their worksheets based on the
example given in class.
Materials:
 Lyrics to Down by the Bay
 Packets of rhyming words activity
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



Students will go to the singing center.
Tell them we are going to sing a new song today.
Warm up by singing one verse of Oh, A-Hunting We Will Go
Description_______________________________________________________Time:
THROUGH
 Teach the first line of the song to the students.
o Down by the bay,
Where the watermelons grow.
Back to my home,
17
I dare not go.
Because if I do,
My mother will say,
"Did you ever see a bear combing his hair?"
Down by the bay.
o The students will act out the bear combing his hair.
o Teach the song line by line until students know the song.
 Sing the whole first verse together.
 Have students go back to their seats and pass out a worksheet.
 The students will have the lyrics on the worksheet with two blanks where the rhyming
words should be.
 The students will need to match the rhyming pictures with each other and glue them
down on the worksheet.
o Cat, hat; goat, coat; dragon, wagon; pig, wig; bear, hair
 If student any students finish early, they can color their pictures until the rest of the class
is finished.
Decription_________________________________________________________Time:
BEYOND
 Students will be allowed to pick their favorite rhymes and sound out then write the
words.
 Once the words are written, students will draw the boxes around the letters.
Song lyrics from:
http://www.theteachersguide.com/kidsongs/downbythebay.htm
Down by the bay,
Where the watermelons grow.
Back to my home,
I dare not go.
Because if I do,
My mother will say,
"Did you ever see a bear combing his hair?"
Down by the bay.
Down by the bay,
Where the watermelons grow,
Back to my home,
I dare not go.
Because if I do,
My mother will say,
"Did you ever see a dragon pulling a wagon?"
Down by the bay.
Down by the bay,
Where the watermelons grow,
Back to my home,
I dare not go.
Because if I do,
My mother will say,
"Did you ever see a goat wearing a coat?"
Down by the bay.
Down by the bay,
Where the watermelons grow.
Back to my home,
I dare not go.
Because if I do,
My mother will say,
"Did you ever see a pig wearing a wig?"
Down by the bay.
Down by the bay,
Where the watermelons grow,
Back to my home,
I dare not go.
Because if I do,
My mother will say,
"Did you ever see a cat wearing a hat?"
Down by the bay.
Follow up can be done on the SMART board and the students can drag and drop the pictures
with rhymes in the correct spaces.
18
Name: ______________________
Date: _____________________
Directions: Draw in the picture of the first word that sounds the same. Then from your lyrics
sheet, write in the rest of the sentence on the lines. Then draw a picture of what is happening.
Down by the bay,
Where the watermelons grow,
Back to my home,
I dare not go.
For if I do,
My mother would say:
Have you ever seen a
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
19
Student Teacher:____ Alexa Jones_________
Grade Level:___ Kindergarten ______ Subject:___ Kid writing
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.K.E- Demonstrate accuracy and automaticity in phoneme segmentation, letter
naming, letter-sound correspondence, and blending (decoding) simple words.
 1.5.K.F- Use grade appropriate conventions of language when writing and editing, with
adult assistance: begin to form letters correctly; use correct spacing; spell words modeled
in the classroom correctly; begin to use capital letters correctly; begin to use end
punctuation marks; create simple sentences.
 1.4.K.A- Write, dictate or illustrate to convey ideas for a specific purpose.
 1.5.K.D- Write using illustrations and descriptive words.
Core Standards:
 Reading Standards: Foundational Skills K-5: Print Concepts
o 1. Demonstrate understanding of the organization and basic features of print:
Follow words from left to right, top to bottom, and page by page; Recognize that
spoken words are represented in written language by specific sequences of letters.
 Language Skills K-5: Conventions of Standard English
o 1. Demonstrate command of the convention of Standard English grammar and
usage when writing or speaking- Print many upper- and lowercase letters.
Pre-assessment: I read the students the story If You Give a Mouse a Cookie in order to get them
thinking about something to draw. This can help them come up with ideas later when we do the
actual activity.
Objectives:
 Students will be able to draw a picture and then begin to write about it below the picture.
 Students will be able to begin writing letters to form sentences about the pictures they
drew.
Materials:
 Kid writing paper
 Crayons
 Pencils
 If You Give a Mouse a Cookie
 Kid’s journals
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO


Read students If You Give a Mouse a Cookie
Send them back to their seats
20

Have students get out their crayons and pass out a piece of paper to the students.
o Use our special kid writing paper. The top has a place to draw a picture and the
bottom is where they can write.
Description_______________________________________________________Time:
THROUGH






Have the students draw a picture of anything they want.
As students are drawing their pictures, I will be circling the room asking students what
their pictures are. Why did you draw that? What is this picture of?
o Helps them to plan and formulate their drawing.
Give them 5-7 minutes to do this.
After their time is up, have them write a sentence about their picture.
It is ok if students only write scribbles, it just means that they are still in the emergent
stage. I will work with those students to push and encourage them to try writing letters.
o To do this, we will practice writing letters a lot.
For the students who are beginning to write letters and attempting to write words, I will
circle around the room and ask what they wrote.
o When checking their work later, I will be looking for CVC words, short vowel
words, and to see if children could sound out the beginning letter and ending
letters.
o In order to help them, when they read to me I will underwrite certain words (ones
that are within their skill level) in order to model writing and to help with
spelling. For every nudge I will give them 2 compliments.
Decription_________________________________________________________Time:
BEYOND

When the students are all finished, have them place their pictures and sentences in their
Journal folders.
21
Name: ______________________
Date: _____________________
Directions: Draw a picture in the box. When you are done, write a sentence about what you
drew.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
22
Student Teacher:____ Alexa Jones_________
Grade Level:____2nd grade ______ Subject:___ Interactive writing (art and choral concerts)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.2.B- Use knowledge of phonics and word recognition (e.g., root words, prefixes,
suffixes, and syllabication) to decode and understand new words during reading.
 1.5.2.F- Use grade appropriate conventions of language when writing and editing: spell
common, frequently used words correctly; use capital letters correctly; punctuate
correctly; use correct grammar and sentence formation.
 1.6.2.A- Listen actively and respond to others in small and large group situations:
respond with grade level appropriate questions, ideas, information, or opinions.
Common Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words: Distinguish long and short vowels when reading regularly spelled onesyllable words; know spelling-sound correspondences for additional common
vowel terms; decode regularly spelled two-syllable words with long vowels.
 Speaking and Listening Standards K-5: Comprehension and Collaboration
o 1. Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups: Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under
discussion).
 Language Standards K-5: Conventions of Standard English
o 2. Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing: Consult reference materials, including
beginning dictionaries, as needed to check and correct spelling.
Pre-assessment: I will introduce the lesson by discussing an upcoming event that the students
are all excited about- the art and choral concert. This will grab the students’ interest in the
lesson.
Objectives:
 Students will be able to create a sentence, write it word by word on the paper with proper
punctuation, capitalization, and spacing.
 Students will be able to use resources from around the room to spell out words they do
not know how to spell.
Materials:
 Easel or bulletin board
 Giant pad of paper folded in half to begin the activity
 Word Wall
 Pointer
 Markers
23
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



Have students go to the reading carpet center.
Discuss the upcoming art show and choral concert where the students will have all of
their artwork displayed.
Ask what they are most excited to show their parents.
Description_______________________________________________________Time:
THROUGH












Pick the one that the students seem most excited about to use for interactive writing.
For example, “we will show our alphabet books” as our sentence.
Count how many words we will be writing. WE-WILL-SHOW-OUR-ALPHABETBOOKS. 6
I will fold the paper in half in order to have a practice space on the top and the bottom
will be for the actual sentence.
Practice writing and spelling out the words.
Begin with “we”. This is a high frequency word and so students should know how to
spell it. W-w-w-w e-e-e. How do we spell "we"? Have one student come to the paper to
write out the word. While the student is writing at the board, the other students are
writing the word on their white board.
o Students will write the words on their whiteboards every time.
Sound out “WILL.” Another student will come to the board to write the word. If they
want to spell it with Y, have them compare the pictures on the word chart to the letters.
o Have another student come up and put their hand after “we” to act as a space. Do
this in between every word.
Sound out “show.” Sh-sh-sh what combination of letters makes the SH sound? O-o-o-o
what letter is that?
o If the students want to leave it as SHO, tell them that there is a W at the end that
makes the long O sound.
Pick another student to come to the board to spell “our” another high-frequency word.
Now let’s write “alphabet.” How can we figure out how to spell “alphabet?” Listen for
students’ suggestions. See if they can find the word around the classroom. Have them
take the word down.
o Place the word above the space on the paper. The student writing this time can
copy the letters.
The same can be done for the word “book.” The word can be found on our School word
wall.
Once we are done we will read the sentence together. Have another student come up
with the point to point to the words are we read.
24
Decription_________________________________________________________Time:
BEYOND

We will hang our sentence above our book display for parents to look at during the art
show and the choral concert.
I can do this on a SMART board using the different pens for the writing.
25
Student Teacher:____ Alexa Jones_________
Grade Level:____ 1st grade ______ Subject:___ Multimodal sight words
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.1.B- Use word recognition techniques: demonstrate phonological awareness through
phoneme manipulation; demonstrate knowledge of letter sound correspondence
(alphabetic principle to decode and encode words.
 1.2.1.A- Demonstrate concepts of print: identify text organization and use content to
derive meaning from text.
Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words: Decode regularly spelled one-syllable words; Recognize and read gradeappropriate irregularly spelled words.
Pre-assessment: I will have already introduced the word wall words for the week earlier in the
week. The students will already have a knowledge of what words they will have for the week
and this lesson will be used to practice and improve their spelling of the words.
Objectives:
 Students will be able to spell their word wall words by using multimodal, sensory
experiences to learn them.
 Students will be able to clap out the spelling.
Materials:
 Clay
 Macaroni
 Glue
 Sand in a container
 The words the, and, they, said on the word wall
 Worksheet paper
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



Review our use of stations in the classroom.
No running between stations, talk should be focused on the work at hand, etc.
The students will be recreating and practicing the words on our high frequency word
wall. THIS IS A REVIEW, the words have already been discussed earlier in the week.
o The, and, they, said
26
Description_______________________________________________________Time:
THROUGH


There will be 5 stations.
The first station will be the macaroni station.
o Students will be making the word and our of macaroni pieces.
o They will say the word out loud, and then spell it.
o They will glue macaroni pieces on a piece of construction paper in the shape of
the word and.
o Once the pieces are glued down, they will trace the letters with their fingers while
saying the letters.
 The second station will be the sand station.
o Students will spell the word the in the sand with their fingers.
o They will say the letters as they spell it
 The third station will be the clay station.
o Students will be shaping the letters to the word said in clay.
o As they are forming the letters out of clay they will be saying the letters.
o They will trace the letters in said after creating them.
 The fourth station will be the movement station.
o Students at this station will be spelling out the word they.
o First they will clap out the letters to the word while spelling. Do this twice.
o Then they will spell it by reaching- reaching up high for tall letters, hands on hips
for small letters, and touching our toes for letters that drop below the bottom line.
 The fifth station will be a working station with me.
o I will work with the students on writing sentences with these words.
o I will watch how they sound and stretch out words used in the sentences with the
high-frequency words.
**At all stations, the students will have a worksheet to fill in to write each of the words on the
paper.
Decription_________________________________________________________Time:
BEYOND


We will all clap the word walls out after everyone has gotten to each station.
Have the students all help clean up the stations based on their weekly jobs.
27
And
The
They
Said
28
Within Word Pattern Spellers
The next stage in writing development is called the Within Word Pattern Spellers stage
and usually ranges between first grade and the middle of fourth grade. These students can spell
single-syllable, short vowel words correctly as well as most beginning consonant digraphs and
blends. They also will attempt to use silent long vowel markers in their writing. However,
students in this stage will use but most likely confuse common spelling patterns. Within Word
Pattern Spellers can read silently and more fluently than before and can write more fluently and
in a longer fashion. At this stage, students can also revise and edit their creations.
As teachers, it is our job to continue to read aloud to the students and guide them in
reading silently. It is critical at this stage that teachers begin to introduce long vowel patterns,
diphthongs, ambiguous vowels, and r-controlled vowels. This is also where we begin to
introduce triple blends and complex consonant units to the students. Students will begin to work
with homophones such as to, too, and two and recognize the differences. Teachers should also
continue to introduce irregular high frequency words to the students using a variety of practice
activities. The following lesson plans demonstrate the above principles for the many different
learning points in this stage.
29
Student Teacher:____ Alexa Jones_________
Grade Level:____ 2nd grade ______ Subject:___ Word Walls (Splash words)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.1.B- Use word recognition techniques:
o Demonstrate knowledge of letter sound correspondence (alphabetic principle) to
decode and encode words
 1.1.1.C- Use increasingly robust vocabulary in oral and written language.
 1.2.1.A- Demonstrate concepts of print: Identify text organization and use content to
derive meaning from text
 1.5.1.B- Develop content appropriate for the topic
o Gather and organize information, incorporating details relevant to the topic
 1.5.1.F- Use grade appropriate conventions of language when writing and editing.
 1.6.1.A- Listen actively and respond to others in small and large group situations with
appropriate questions and ideas.
Common Core Standards:
 Reading Standards for Informational Text K-5
o 4. Ask and answer questions to help determine or clarify the meaning of words
and phrases in a text.
 Reading Standards: Foundational Skills K-5
o 3.b. Know and apply grade level phonics and word analysis skills in decoding
words- decode regularly spelled one-syllable words
o e. Decode two-syllable words following basic patterns by breaking the words into
syllables
 Writing Standards K-5
o 5. With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to writing as needed.
 Speaking and Listening Standards K-5
o 1. Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
 a. Follow agreed-upon rules for discussion (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion)
 b. Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges
 c. Ask questions to clear up any confusion about the topics and texts under
discussion
Pre-assessment: Students will have been introduced to word wall words from the day before.
We will begin by reviewing them, and then add to them.
Objectives:
 Students will be able to identify words that are synonyms for “say.”
 Students will be able to write out splash words and place them on the word wall.
30

Students will be able to use the words on the word wall in their daily writing for the rest
of the week.
Materials:
 Word Wall
 Stroll and Walk, Babble and Talk by Brian P. Cleary
 “Say” word for word wall
 Colored pieces of splash paper
 Markers/crayons
 Stapler/staples
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO
 Begin today’s lesson by reviewing yesterday’s words on the word wall.
o Words include “said”
 Have the students circle up on the reading rug for story times today.
Description_______________________________________________________Time:
THROUGH
 Begin by reading Stroll and walk, Babble and Talk to the students calling their attention
to the words used for “say”
 Review the word “Say” which will be hanging on the word wall.
o Have a student remove it from the word wall (it is Velcroed on)
o Spell it (clap it out) and then spell it with shapes (arms up high for a tall letter, on
our waist for a short letter, and on the floor for hanging letters)
 What other words did [author] use for Saying in the story
o Allow the students to discuss word possibilities
o I will write as we create the words
 As I write, I will ask students to help me sound out words and syllables
almost like LEA or shared writing
Decription_________________________________________________________Time:
BEYOND
 Once we are finished thinking of the new words, students will each choose a word to
write on their colored “splash” papers
o Be sure that each word is written at least once, some words may be written twice
depending on number of students.
 The rest of the week during writing time, students will be allowed to experiment and use
the new words in their writing. They will be allowed to go to the word wall to see the
words and help them to spell it.
Adapted from
http://kidwriting.homestead.com/Wordsplashexplanation.html
31
Said
32
Student Teacher:____ Alexa Jones_________
Grade Level:____2nd grade ______ Subject:___ Writing words
PRELIMINARY PLANNING
PA Standards:
 1.1.2.B- Use knowledge of phonics and word recognition (e.g., root words, prefixes,
suffixes, and syllabication) to decode and understand new words during reading.
 1.6.2.A- Listen actively and respond to others in small and large group situations:
respond with grade level appropriate questions, ideas, information or opinions.
 1.5.2.F- Use grade appropriate conventions of language when writing and editing: spell
common, frequently used words correctly; use capital letters correctly; punctuate
correctly; use correct grammar and sentence formation.
Common Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words: Know spelling-sound correspondences for additional common vowel
teams; Decode regularly spelled two-syllable words with long vowels; Decode
words with common prefixes and suffixes.
 Language Standards K-5: Conventions of Standard English
o 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing: Generalize learned spelling patterns when
writing words.
o Knowledge of Language-3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Pre-assessment: This is a common activity in our classroom, therefore students know what to
expect out of the lesson. The word chunks used have already been taught in class and the
students will already understand it.
Objectives:
 Students will be able to create words using letter tiles and clues given to them.
 Students will be able to create longer, two-syllable words using the words created, to
research and sound out the spelling.
 Students will be able to sort the words on various different types of categories.
Materials:
 Writing words worksheet
 Scissors
 Pencils
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO

Begin by passing out the writing words worksheet to the students.
33

Have the students write the letters, e, r, i, t, t, b, s at the top of the page.
Description_______________________________________________________Time:
THROUGH










We are going to start with a high-frequency word that we all have spelled many times- IT
Add one letter to spell the word BIT
Good now let’s change one more letter to describe what you do in chairs- SIT
Good! Now for a challenge, let’s make a word that is a very proper way to refer to a
man- SIR
Now, add one letter to sir to spell STIR
In box 6, use the letters to spell TIE
Add an s to make it plural- TIES
Remove the s and add a letter to spell BITE
Add a letter to spell BITER
Add a letter to make it plural- BITERS



T-1- Write the work bitter
T-2- Write the word Stirring
T-3- Write the word sitter
* Cut out the words boxes to make individual words.
Decription_________________________________________________________Time:
BEYOND
Sorts:
1.
2.
3.
4.
5.
6.
Sort the words how you want.
Words that belong to the it family and those that don’t.
Words that are plural and words that are not.
Words that are actions and words that are not.
Words that belong to the er family and those that do not.
Words that belong to the ir family and those that do not.
This can be a program created on the SMART board using that technology. I can make letter
tiles for on the board that the students can move around. Then for sorting, the words will be on
tiles on the SMART board and the students can place the words in their corresponding circles.
34
Student Teacher:____ Alexa Jones_________
Grade Level:____3rd grade ______ Subject:___ Word Family studies
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.3.B- Use knowledge of phonics, word recognition (e.g., root words, prefixes, suffixes,
and syllabication), and context clues to decode and understand new words during reading.
Common Core Standards:
 Reading Standards: Foundational Skills K-5- Phonics and Word Recognition
o 3. Know an apply grade-level phonics and word analysis skills in decoding words:
Identify and know the meaning of the most common prefixes and derivational
suffixes; Decode words with common Latin suffixes.
Pre-assessment: Students will have the chance to sort the words however they want to before
we begin the activity. This will let me see where the students are and how they are sorting the
words before I begin the lesson.
Objectives:
 Students will be able to distinguish between –ar, -er, and –or words.
 Students will be able to create a graphic organizer to use to help distinguish between -ar,
-er, and –or words.
Materials:
 Paper
 Crayons
 Word slips
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



Have students sort a group of words by however they want at first.
Ask how they sorted the words.
If someone sorts by the ending sound, discuss it with the class. Then have everyone in
the class sort by ending sounds.
Description_______________________________________________________Time:
THROUGH



Have them sort by ending sounds.
Bring kids over to the carpet.
Brainstorm words that have the –ar, -er, -or chunks in them.
35




o Write these words on the board. Have them find words that have the r-controlled
sound anywhere in the word.
 Example: art, car, her, error, horror, honor, offer, order, catering, etc.
See if we can generate a rule for when to use –ar, -er, -or words.
Have the students draw pictures to remind themselves of what the –ar, -er, -or words
sound like.
Write the words underneath the pictures. Underline the r-controlled verbs.
Students will share their pictures and words with their neighbors in the class
Decription_________________________________________________________Time:
BEYOND



Students will write a sentence in their journals using an –ar, -er, and –or word in order to
improve their understanding of the words.
The list we generated in class will be turned into a word wall for future reference.
The pictures students drew will be kept at their desks to use as references during writing
times or to use when writing essays.
Word sorts can be created using the SMART technology. Again it will be premade before the
lesson begins.
36
Student Teacher:____ Alexa Jones_________
Grade Level:____4th grade ______ Subject:___ Homophones
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.4.C- Use meaning and knowledge of words (e.g., multiple meaning words, word
origins, root words, synonyms, antonyms, homophones) across content areas to increase
reading vocabulary.
Common Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o 3. Know and apply grade-level phonics 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 in context and out of context.
 Language Standards K-5: Conventions of Standard English
o 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking: Correctly use frequently confused words.
Pre-assessment: I will pose a sentence and question to the students using common homophones.
The students will begin to think about how some words are spelled differently but sound the
same. This pre-activity will engage the students’ minds on homophones.
Objectives:
 Students will be able to distinguish the difference between single syllable homophones.
 Students will be able to correctly use homophones in sentences.
Materials:
 Crayons
 Markers
 Paper
 Cotton balls
 Cheerios
 Sand
 Glitter
 Macaroni
 Water color
 Glue
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO

Pose a question to the students: I need to buy two cans of paint too.
37



Who understood that question? What made it so difficult to understand?
I used all different words and didn’t repeat any. Call attention to to, two, and too
Each word means something different and we use them at different times.
o To as a preposition, two as in the number, too as in also.
Description_______________________________________________________Time:
THROUGH








What other words sound alike and are spelled differently?
o Blue/blew; our/are; its/it’s; to/two/too;
These are called homophones- homo meaning the same phones meaning sounds.
So all these words that we can create that sound the same but are spelled differently are
called homophones.
Students will have access to various types of materials to use for sensory activities.
o Cotton balls, cheerios, macaroni, sand, glitter, water color, etc.
They will create a picture using sensory materials to demonstrate the different meanings
of the homophones.
o Example:
The students will have to write a sentence using the homophones at the bottom of the
paper.
They will write the homophone words in the same material as used to create it in the
picture.
o Example, if they used cotton balls to represent blew they will write the word blew
in cotton balls.
Students will need to trace the words that they made in the different materials with their
fingers while spelling the word.
Decription_________________________________________________________Time:
BEYOND



Share their words with their neighbors.
Students will help me clean up the supplies.
The pictures the students made will be used to create a homophones word wall. They
will be hung up to reference these words. Students will be allowed to go to the board and
trace the letters in order to work on spelling and when to use which word.
38
Syllable-Affix Spellers
Students at the Syllable-Affix spelling stage are usually students in 3rd grade up until
possibly 8th grade. During this stage, most students are capable of spelling most single-syllable
words correctly; however, they can make errors at syllable juncture and unaccented syllables.
These students can also write responses to questions that are sophisticated and critical. In terms
of reading, they can read with good fluency and expression, and can read faster silently than
orally. It is at this stage that teachers focus less on word spellings and more on grammar rules
and vocabulary.
Teachers will need to focus on the meaning and the grammar of the words that students
know how to spell and use. They can begin teaching students to examine plural endings,
compound words, and doubling consonants and inflected endings. Students at this stage also
should study opened and closed syllables as well as syllable stress and vowel patterns in the
accented syllable. This includes ambiguous syllables, for example, -er, -en, -le, -dle, and-tle.
This is the stage when teaching should also begin introducing two-syllable homophones, study
the use of apostrophes, and understanding unusual blends and digraphs. The following lessons
demonstrate effective techniques for teaching students at this stage of development.
39
Student Teacher:____ Alexa Jones_________
Grade Level:____3rd grade ______ Subject:___ Chunking walls
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.3.B- Use knowledge of phonics, word recognition (e.g., root words, prefixes, suffixes,
and syllabication), and context clues to decode and understand new words during reading.
 1.5.3.F- Use grade appropriate conventions of language when writing and editing: spell
common, frequently used words correctly.
 1.6.3.A- Listen critically and respond to others in small and large group situations:
respond with grade level appropriate questions, ideas, information, or opinions.
Common Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words: decode multi-syllable words.
 Speaking and Listening Standards K-5: Comprehension and Collaboration
o 1. Engage effectively in a range of collaborative discussions with diverse partners
on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly: Follow agreed upon rules for discussions.
Pre-assessment: The students will have already read the selected passage in reading prior to this
lesson. Therefore the passage will be familiar and students will already have seen it to discuss it.
We will read it again and then discuss it more.
Objectives:
 Students will be able to develop words using the selected chunks provided to them from a
selected passage.
 Students will be able to segment sounds that they hear in the words.
 Students will be able to reference the chunking wall during the week to spell other
important words.
Materials:
 Charlie and the Chocolate Factory by Roald Dahl
 SMART board or tablet or ELMO
 Copy of the passage (1 for me and 1 for every student)
 Magnets
 Paper
 Construction paper
 Markers
 Sentence strips
40
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO


We will have just finished a chapter in our book Charlie and the Chocolate Factory by
Roald Dahl.
The passage where Charlie finds the golden ticket will be used. The song he sings we
will analyze for words to add to the chunking wall.
Description_______________________________________________________Time:
THROUGH








Words that I will pick for the chunking wall will be “golden” and “ticket”
The students will be allowed to choose two more- for example “twinkle” and “dreamed”
We will introduce the words to the class first. I will ask the students to help me come up
with other words that we could use golden and ticket to spell
o Bold, gold, sold, bolder, soldier, etc.
o Picket, sick, tick, stick, etc.
Then the students will choose their words and do the same. We need to be able to
generate at least 5 words using the chunks in their words.
All the words selected will be highlighted either on the lyrics on a SMART board, or on a
tablet if there is not a SMART board.
I will then write the words on sentence strips and underline the important chunk; -old,
-ick, -ink, and –eam
They will then be placed on the chunking wall under the vowel that begins the rime.
After we finish at the reading center, students will return to their seats and we will begin
chant and check.
o I will hold up golden. The students will write the word golden on their paper.
Then they will chant the spelling of the word. A dot will be placed underneath
each letter as they chant it.
o Students will then count the phonemes within the word. There are 6 phonemes. I
will draw the Elkonin boxes on the board and the students and I will “push” the
sounds in. Then the students will then place the phonemes in Elkonin boxes.
o We will brainstorm other words that contain the same chunk as “golden” to write
in Elkonin boxes. For example, Holden. We will push the sounds into the boxes
and then write the word. I will reinforce using the already known chunks to
create the words.
 “If this is golden, then is this bolder? Yes.”
o I will repeat this for all the other words.
Decription_________________________________________________________Time:
BEYOND

Last, the students will create their own practice pages before cleaning up for the day.
41




They will fold the paper in half and write the words on one side. They can also write
other words using that chunk.
The other side will have a sentence using the word and a picture to help them read and
understand the word.
The chunk will be written underneath the words.
Students will be encouraged to use their chunking wall words all week. We will also
read the passage several times throughout the week.
I've Got a Golden Ticket
I never thought my life could be
Anything but catastrophe
But suddenly I begin to see
A bit of good luck for me
'Cause I've got a golden ticket
I've got a golden twinkle in my eye
I never had a chance to shine
Never a happy song to sing
But suddenly half the world is mine
What an amazing thing
'Cause I've got a golden ticket
It's ours, Charlie
I've got a golden sun up in the sky
I never thought I'd see the day
When I would face the world and say
Good morning, look at the sun
I never thought that I would be
Slap in the lap of luxury'
Cause I'd have said it couldn't be done
http://www.poemhunter.com/roald-dahl/
But it can be done
I never dreamed that I would climb
Over the moon in ecstasy
But nevertheless, it's there that
I'm
Shortly about to be
'Cause I've got a golden ticket
I've got a golden chance to make my way
And with a golden ticket, it's a golden day
Good morning, look at the sun'
Cause I'd have said it couldn't be done
But it can be done
I never dreamed that I would climb
Over the moon in ecstasy
But nevertheless, it's there that
I'm
Shortly about to be
'Cause I've got a golden ticket'
Cause I've got a golden ticket
I've got a golden chance to make my way
And with a golden ticket, it's a golden day
-Roald Dahl
42
Student Teacher:____ Alexa Jones_________
Grade Level:____4th grade ______ Subject:___ Have-a-Go
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.1.4.B- Use knowledge of phonics (e.g., syllabication, root words, compound words,
contractions, possessives, inflectional endings, prefixes, suffixes), the dictionary, or
context clues to decode and understand new words during reading.
Common Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o 3. Know and apply grade-level phonics 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 in context and out of context.
Pre-assessment: I will have read through the students’ personal writing (journals, papers, etc.) to
see what words students are trying to spell. This will allow me to see what words I need to work
on with the students individually.
Objectives:
 Students will be able to correctly spell and sound out multisyllabic words using already
known chunks and phonics awareness.
Materials:
 Students’ journals or writing
 Paper with 4 or 5 columns on it
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



I will need to preview students writing to see what words the students are trying to spell
that are multiple syllables.
Stations will be set up that I can work with one or two students at a time. Each student
will have their own chance to work with me either once a week or during free writing
time.
o Stations will be set up with sorting activities, word study, etc.
I will get the students set up in their stations before I call the students over to work with
me.
43
Description_______________________________________________________Time:
THROUGH
















For the students that I will work with, I will select a multi-syllable word that the student
is struggling with in their writing.
For example, if a student wants to write about a science class, they have trouble spelling
“experiment”
I will start by writing the word the way the child spells it in one column- “esparemint”
Then I will focus on the first syllable with the students “ex”
Ex, ex, exxx what do you hear at the end?
Then the student will write the word with the fixed first syllable- “exparemint”
Next we will focus on the second syllable- “per”
P, exppp, expeeerr. What do you hear?
o This one I might need to explain a little more. The –er at the end does not make
the typical sound.
o I need to emphasize the short /e/ sound and the /r/ sound.
The student will then write the first two syllables correctly- “experemint”
The third syllable is next. “RI”
Experi-i-i-i? Now what?
When the student gets the syllable correct, he or she will write the first 3 syllables“experimint”
Now for the last syllable “mint”
Me-e-e-ent? What vowel do you hear? (really emphasize the short /e/ sound)
Then write the whole word correctly- “experiment”
Have the student write it in the sentence that they were trying to write earlier.
Decription_________________________________________________________Time:
BEYOND

The student will then add the new word to his or her own personal word bank located on
his or her desk. It will be a challenge to use it multiple times during the week.
The paper will look like this when set up, but with blank spaces.
Esparemint
Exparemint
Experemint
Experimint
Experiment
44
Student Teacher:____ Alexa Jones_________
Grade Level:____4th grade ______ Subject:___ Daily Oral Language
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.5.4.F- Use grade appropriate conventions of language when writing and editing: spell
common, frequently used words correctly; use capital letters correctly; punctuate
correctly; use grammar and sentence formation.
 1.6.4.A- Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information, or opinions.
Common Core Standards:
 Speaking and Listening Standards K-5: Comprehension and Collaboration
o 1. Engage in a range of collaborative discussions with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly:
Follow agreed upon rules for discussions and carry out assigned roles.
 Language Standards K-5: Conventions of Standard English
o 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking: Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons; correctly use frequently confused
words.
o 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing: use correct capitalization; spell gradeappropriate words correctly, consulting references as needed.
Pre-assessment: Students will complete these activities every day with the difficulty increasing
each day based on their grammar lessons.
Objectives:
 Students will be able to correct sentences for grammar, spelling, and punctuation.
 Students will be able to identify the reasons why the changes in the sentences need to be
made.
Materials:
 Two sentences for the board
 SMART board or overhead transparency
 Expo marker or SMART board marker
 Two sentence worksheets for the students
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO

Students will complete their daily oral language sentences when they come in in the
morning after unpacking.
45

The sentences are:
o where did jim go to find hte class room.
o he goed to the doctors office when He becomes sick?
Description_______________________________________________________Time:
THROUGH





Once all students have had the chance to finish their DOLs, one student will be selected
to be our writer at the board.
The sentences will be projected on the SMART board for the students to correct.
The first sentence is “where did jim go to find hte class room.”
The student will correct the sentence based on the input of the class. Before the student
makes any changes on the board, the students will need to justify their answers. The
corrected sentence is below:
o Where did Jim go to find the classroom?
 Capitalize the “w” in where because it is the first letter of the sentence.
 Capitalize the “j” in Jim because it is a name and a proper noun.
 Combine the words “class” and “room” because it is all one word.
 Respell the word “the” because it is spelled wrong.
 Put a question mark (?) at the end of the sentence because it is a question.
Pick a new student to correct the next sentence. The correct way to write the sentence is
as follows:
o He goes to the doctor’s office when he becomes sick.
 Capitalize the “h” in he because it is the start of the sentence.
 Do not capitalize the “h” in the second he because it is not a proper noun.
 Correct the word “goed” to goes because that is the proper past tense
version of go.
 Change the ? to a . because it is a statement.
 Add an apostrophe in “doctors” because it is a possessive noun (it is the
office of the doctor)
Decription_________________________________________________________Time:
BEYOND


Students will put their DOLs in their Language Arts folder that I will collect at the end of
the week. They are to make all changes on their papers in a different color (green, red,
blue, etc.).
Clean up their areas so they can begin the next lesson.
46
Student Teacher:____ Alexa Jones_________
Grade Level:____5th grade ______ Subject:___ Grammar lesson (capitalization/punctuation)
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.5.5.F- Use grade appropriate conventions of language when writing and editing.
o Spell common, frequently used words correctly
o Use capital letters correctly
o Punctuate correctly
o Use correct grammar and sentence formation.
Common Core Standards:
 Language Standards K-5: Conventions of Standard English
o 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing: Spell grade appropriate words correctly,
consulting references as needed.
Pre-assessment: We will review what makes up a sentence. If the students can do this, then I
know that they are ready to move on to editing sentences for capitalization and punctuation.
Objectives:
 Students will be able to correctly apply capitalization and punctuation rules in order to
correct five total sentences.
Materials:
 Empty trash can
 Chalkboard erasers
 Baggies of pasta
o Elbow macaroni
o Penne
o Wagon wheels
 5 laminated sentence strips per student
 ELMO or transparency
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO


We will review what a sentence is.
o Complete thought; subject and verb; etc.
I will write a sentence on the board that is incorrect.
o laura was ranning to the swim pool
o “Is this a sentence?” “Is it correct?”
o The class will correct it.
47
Description_______________________________________________________Time:
THROUGH







Discuss when we should capitalize words.
o Proper nouns, first word in a sentence, Company names or brands, etc.
“What are the different types of ending punctuation?”
o Periods, question marks, and exclamation points
o “When do we use each?” This should be a review for the class.
Students will each receive a baggie of pasta- wagon wheels, elbow macaroni, and penne
The will get laminated sentence strips with incorrectly capitalized and punctuated words.
The students will correct the sentences using the pasta.
o Wagon wheels for punctuation, macaroni and penne for capitalization.
They will correct 5 sentences each.
Once done, we will correct 3 of the sentences the students choose.
o I will use the ELMO or a transparency
Decription_________________________________________________________Time:
BEYOND






After teaching the lesson, we will review with a game of trash-ketball.
I will split the room into two teams.
I will put an incorrect sentence on the board for the students to fix.
o the Whole Class ran to the window to see the bailey brothers’ circus
o Why don’t you and i go see michelle draw
o i can’t believe you just did That
o lysol is a disinfectant my Mom uses to Clean at home
Each student will have a chance to fix the sentence; if they correctly fix something in the
sentence, they will get a chance to shoot the chalkboard eraser into the trashcan. If they
make it, they get 3 points, if not, they only get 1 point.
The team that wins will get a ticket for the prize box.
Students will then have to write the two sentences we did not cover from before in their
journals.
http://www.lessonplanspage.com/lacapitalizationofpropernounsadjectivesformultipleintelligence
s57-htm/
48
Derivational Relations Spellers
This stage typically last from 5th grade until about 12th grade. By now, students have
mastered high frequency words but make some errors on low frequency, multi-syllabic words
that are derived from Latin and Greek. They can also fluently and expressively read and can
read faster silently than orally. When writing responses to questions or inquiries, their answers
tend to be more sophisticated and critical.
Teachers for students at this stage can spend more time and place more emphasis on
vocabulary learning and grammar. Students should be exploring multiple genres of reading and
writing and developing study and research skills. When working on vocabulary, the emphasis
should be placed on words that are used in the students’ reading and writing, and should be
connected to spelling. During this stage, teachers can begin instruct students on etymology in
their content areas as well as Greek and Latin roots and affixes, especially abstract Latin
suffixes. In grammar, students should be studying and examining common and less than
common roots, prefixes, and suffixes. The following lessons reflect these teaching objectives in
order to help the students achieve mastery in reading and writing of more difficult words and
vocabulary.
49
Student Teacher:____ Alexa Jones_________
Grade Level:____5th grade ______ Subject:___ Dictionary Etymology
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.8.5.C- Produce an organized product that presents findings, draws reasonable
conclusions, and gives proper credit to sources.
 1.1.5.C- Use meaning and knowledge of words (e.g., homophones, homographs, root
words) across content areas to increase reading vocabulary.
 1.1.5.B- Use knowledge of phonics (e.g., syllabication, root words, prefixes, suffixes) and
the dictionary or context clues to decode and understand new words during reading.
Core Standards:
Reading Standards: Foundational Skills (K-5)
 Phonics and Word Recognition
o 3. Know and apply grade-level phonics and word analysis skills in decoding
words: Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g. roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Writing Standards (K-5)
 Research to Build and Present Knowledge
o 7. Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
 Production and Distribution of Writing
o 6. With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum
of two pages in a single sitting.
Pre-assessment: Students will have learned about root words and etymology prior to the
beginning of the lesson. The lesson will then only be started when students understand and can
demonstrate the proper use of root words.
Objectives:
 Students will be able to create dictionary words using just Latin or Greek roots.
 Students also will be able to create correct dictionary entries for the words they created
with 90% accuracy.
Materials:
 Dictionaries
 SMART board
 Riddle worksheets
 Root words worksheets
 Computers
 Handouts on phonetics
50
______________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



We will be studying the meaning of different root words.
o Example: bio, geo, auto, phile, mand, bi, uni, tri, terra etc.
I will give the students some riddles for homework that I created putting two root words
together to form a new word.
o Examples: How long would a unibio cat live?
 1 year
 4 years
 9 years
 100 years
o
*We will also be using dictionaries to learn about the different roots.
Description_______________________________________________________Time:
THROUGH




To start this project, the students will each create 5 of their own riddles
The students will be given a list of about 100 different root words that they will be able to
use to create their own riddles and words.
They will be allowed to type up their riddles on the computer in order to make the
process a little faster.
The students will then get into groups of 4 and share their riddles with each other.
Next day
 The students will take out their riddle papers again.
 Today they will create definitions for their new words, just like in the dictionary.
 We will review some dictionary entries to see how the definitions are written.
o Earth- the planet on which we live; the world
o Separate- forming or viewed as a unit apart of by itself
 The students will have to write their definitions in simple terms but be as specific as
possible.
 Others need to able to understand their definitions.
 Once the students are done writing their definitions, their classmates will proofread and
check the definitions to see if they understand them. They will offer helpful suggestions
as to how to fix it and make it a better definition.
Next day
 Students will look at more dictionary entries to see what else we need to do to make our
definitions into entries.
o Phonetics of the words
o Type of word: type of speech (noun, adverb, adjective, verb, etc.)
51


Students will do practice examples of regular dictionary words. They will write out the
phonetics and parts of speech.
Students will then write the phonetics and the parts of speech for their words and put
them together with their dictionary definitions.
Next day
 Students will put together all their dictionary entries.
 We will use the computer for this.
 Students will type their entries to look like dictionary words.
 They will do this one at a time while the rest of the class practices their vocabulary and
spelling words by playing different games.
 When every had a chance to type up their words, we will discuss one more thing about
dictionaries- how they are alphabetical.
 We will use the SMART board to put the words in ABC order.
Decription_________________________________________________________Time:
BEYOND
Last day
 We will put the finishing touches on our dictionary today.
 Make sure they are in ABC order, spelled correctly, phonetics are right, and the
definitions make sense. This will be whole class instruction.
 Once we are finished, we will print out the dictionary entries. The class will design a
cover with me, and all their names will be placed on it as the authors and the editors. It
will be kept in our classroom library.
52
Student Teacher:____ Alexa Jones_________
Grade Level:____5th grade ______ Subject:___ Word Wall (thematic vocab)- social studies
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 8.2.5.D- Examine patterns of conflict and cooperation among groups and organizations
that impacted the history and development of Pennsylvania for responding to individual
and community needs:
o Ethnicity and race, working conditions, immigration, military conflict, economic
stability.
 1.8.5.C- Produce and organized product that presents findings, draws reasonable
conclusions, and gives proper credit to sources.
 1.1.5.C- Use meanings and knowledge of words (e.g., homophones, homographs, root
words) across content areas to increase reading vocabulary
Common Core Standards:
 Reading Standards: Foundational Skills K-5: Phonics and Word Recognition
o Know and apply grade-level phonics and word analysis skills in decoding words:
Use combined knowledge of all letter-sound correspondence, syllabication
patterns, and morphology to read accurately unfamiliar multisyllabic words in
context and out of context.
 Language Skills K-5: Vocabulary Acquisition and Use
o 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of
strategies: Use context as a clue to the meaning of a word or phrase; Consult
reference materials, both print and digital, to find the pronunciation and determine
or clarify the precise meaning of key words and phrases.
Pre-assessment: The students will have been introduced to a new unit in social studies on
immigration. The thematic word wall will be created based on their unit vocabulary.
Objectives:
 Students will be able to design and create a thematic word wall using their new social
studies vocabulary.
 Students will be able to reference the words on the word wall to use for help in classroom
activities and work.
Materials:
 Construction paper
 Scissors
 Glue
 Bulletin board paper
 5 sentence strips with the vocabulary words
 Index cards for flash cards
 Crayons/markers/colored pencils
53
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



The students will have been learning about immigration in class.
A thematic word wall will be created with their vocabulary words.
The word wall design will be created by the students.
Description_______________________________________________________Time:
THROUGH










I will present the words to the students that they will need to know for their immigration
unit.
o Immigration, emigration, green card, immigrant, citizen, ancestors
We will already have discussed the meaning of these words.
Review the meanings
o Immigration- coming to live permanently in another country
o Emigration- leaving one’s own country to live in another
o Immigrants- person who lives permanently in another country
o Green card- permit to allow a foreign person to live and work permanently in the
U. S.
o Citizen- legally recognized person of a country
o Ancestors- a person from whom one is descended
The students will help me to create pictures to help them understand the meaning of the
words.
For example, for emigration we could have a picture of Europe, a picture of America and
an arrow leading from Europe to America
o Immigration then will be a picture of the person in America with luggage
The students will be given time to discuss and create the pictures. I will give them an
entire section on the bulletin board to do this.
The discussion will take place as a class. However, each group will be able to make a
final decision on their design.
Once we have decided on a proper board display, I will appoint 5 construction leaders to
help divide the work among the group.
o The groups will create the picture for the particular word they are creating.
o The only requirement that I have is that the students will need to make the
background a picture of Europe, America, and the Atlantic Ocean.
Once the students have created their background designs, we will hang them on the
bulletin board. I will have sentence strips created with the vocabulary words on them
already.
Once done we will admire the board.
54
Decription_________________________________________________________Time:
BEYOND




Each group will present their design to the class and explain how it demonstrates the
definition of the word.
The students will then create flash cards to define the words. The flash cards will include
the word, the definition, and a picture to help understand the definition.
They will add more flashcards to this packet as the unit continues.
Students will be expected to use the wall in order to spell the words and help them
complete activities and work in class.
55
Student Teacher:____ Alexa Jones_________
Grade Level:____5th grade ______ Subject:___ Cluster/Word sort
PRELIMINARY PLANNING
PA Standards:
 1.6.5.A- Listen critically and respond to others in small and large group situations
o Respond with grade level appropriate questions, ideas, information, or opinions
 1.1.5.C- Use meaning and knowledge of words (e.g., homophones, homographs, root
words) across content areas to increase reading vocabulary.
 1.1.5.B- Use knowledge of phonics (e.g., syllabication, root words, prefixes, suffixes) and
the dictionary or context clues to decode and understand new words during reading.
 1.8.5.B- Conduct inquiry and research on self-selected or assigned topics using a variety
of teacher-guided media sources and strategies.
Common Core Standards:
 Speaking and Listening Standards K-5: Comprehension and Collaboration
o 1. Engage effectively in a range of collaborative discussions with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own
clearly: Follow agreed-upon rules for discussions and carry out assigned roles.
 Language Standards K-5: Vocabulary Acquisition and Use
o 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of
strategies: Use common grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word.
Pre-assessment: Students will just be beginning a unit on space and stars, which will be used as
the intro to go along with this cluster group.
Objectives:
 Students will be able to determine the meaning of the Greek root aster/astr using words
that contain the root.
Materials:
 Computer
 Dictionary
 Cluster worksheets
 SMART board or black board
 Internet
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO


Students will be covering an astronomy unit in class.
I will use this lesson on the first day of the unit (it will go hand in hand with the intro to
the unit in science).
56



I will ask the students what unit we just finished (Earth- terra was our last cluster root)
“Well, since we studied the earth last unit, what do you think we will study this time?”
Astr/aster will be the root I will use.
Description_______________________________________________________Time:
THROUGH












Students will work in small groups of 3 or 4 to develop a cluster using these roots.
They can talk and collaborate with each other.
They can use a dictionary for help if they get stuck, but only for 3 total words
After about 15 minutes or so, we will come back to the board as a group.
As a group we will write down all the words and ideas the students created on a web
chart on the board (SMART board or just chalkboard).
o Asteroid, aster, asterisk, astronomy, astronaut, etc.
We will look for a common theme of the words produced. What do we notice about all
these words?
o All deal with outer space, are nouns, etc.
Well what do we know about outer space? What could this possibly mean?
o Lead a class discussion here.
Each group will research what one thing on the list is and means.
Once done we will come back together. Students will present what we found out about
the words.
o All deal with stars
All of these words do pertain to outer space, but more specifically with stars. What do
you think aster/astr means then?
STAR
“Let’s see if we are right.” We will look online for the meaning of the roots.
Decription_________________________________________________________Time:
BEYOND


The students will take out their journals to record the meaning of the newly learned root.
They will write a couple of example words as well as a sentence using a word containing
the root.
They will add this root to their list of common Greek/Latin roots.
Root and meaning taken from:
https://www.msu.edu/~defores1/gre/roots/gre_rts_afx2.htm?iframe=true&width=90%&height=9
0%
57
Aster/astr
58
Student Teacher:____ Alexa Jones_________
Grade Level:____5th Grade ______ Subject:___ Grammar lesson
_______________________________________________________________________
PRELIMINARY PLANNING
________________________________________________________________________
PA Standards:
 1.5.5.F- Use grade appropriate conventions of language when writing and editing.
o Spell common, frequently used words correctly
o Use capital letters correctly
o Punctuate correctly
o Use correct grammar and sentence formation.
Common Core Standards:
 Language Standards K-5: Vocabulary Acquisition and Use
o 5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings: Use the relationship between particular words to
better understand each of the words.
o Knowledge of Language: 3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening: Expand, combine, and reduce sentences
for meaning, reader/listener interest, and style.
Pre-assessment: Students will need to be able to define what an opposite is. If they can
correctly identify an opposite, then I know they are ready to begin work on antonyms and
synonyms.
Objectives:
 Students will be able to identify the difference between antonyms and synonyms in
sentences with 90% accuracy.
 Students will be able to use antonyms and synonyms correctly in sentences in order to
enhance their writing skills.
Materials:
 10 sets of puzzle pieces (have enough for 5 groups)
 Investigator notebooks
 SMART board or ELMO or transparency
 Journals
________________________________________________________________________
LEARNING SEQUENCE
Description__________________________________________________Time:
INTO



Have a student define an opposite
Explain that in language and English, we have opposites in our words.
They are called antonyms and synonyms.
59
Description_______________________________________________________Time:
THROUGH











Synonyms are words that mean the same, but make our writing more colorful.
o Example, happy= glad, joyful, ecstatic, etc.
Antonyms, on the other hand, mean the opposite of the word
o Happy- sad, gloomy, depressed, etc.
Antonyms and synonyms can make our writing better, more descriptive.
Instead of using angry in a sentence, I could use furious, upset, horrified, etc.
For the activity, students will work in groups of 4 to find pairs of words.
Throughout the room, and hallway, I will have puzzle pieces with words written on them.
The word puzzle pieces will only match with the corresponding word.
Some of the word pairs will be antonyms and others will be synonyms.
o Antonyms: full/empty, hot/cold, light/heavy, etc.
o Synonyms: happy/joyous, bright/shining, fast/quick, etc.
Students will need to search the room and hallway for the matches.
Their goal will be to find all 10 matches and record them in their notepads.
Then the students will need to write whether the words were antonyms or synonyms.
Once students are finished they will come back to their seats and discuss other possible
antonyms and synonyms that they could use to enhance their writing.
Decription_________________________________________________________Time:
BEYOND



We will discuss what words matched with other words.
We will also go over whether the matches were synonyms or antonyms.
To conclude the lesson, the students will have to create a synonym and an antonym for
the following sentences (and then make the sentence make sense):
o Today I lost my phone and was sad because I cannot use it anymore.
o The sun was so bright today that I needed to cover my eyes.
Adapted from Opposites Attract on
http://www.brainpopjr.com/readingandwriting/word/synonymsandantonyms/grownups.weml
60
Shining
Bright
**This is just an example. I would make the real pieces by hand and have them laminated before
the students could use them.