Spelling Assessment and Connected Lesson: TEDU 426
Savannah Crowder
Purpose:
 This lesson addresses the short vowel u and the short vowel o. During the
DSA, the student had a clear pattern (according to Dr. Robnolt) of trouble
with short o and short u vowels. On the Spelling Analysis Chart, the student
had initial/final consonants, initial blends, and short vowels correct. She was
using but confusing affricates and final blends/digraphs. The student had
nothing absent on the Spelling Analysis Chart.
 I decided to teach the student short vowels (o and u) since it was obvious that
she was having trouble with those two vowels in the Letter Name list. She
was not using but confusing all of the short vowels, but Dr. Robnolt wanted to
teach the student short vowels o and u.
 It is important to have spelling as a part of the language arts curriculum
because spelling increases reading and writing fluency, comprehension, and
vocabulary.
 VA SOLS
o English 1.12 The student will print legibly.
a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write unknown words
phonetically.
o English 1.6 The student will apply phonetic principles to read and spell.
a) Use beginning and ending consonants to decode and spell
single-syllable words.
b) Use two-letter consonant blends to decode and spell singlesyllable words.
c) Use beginning consonant digraphs to decode and spell
single-syllable words.
d) Use short vowel sounds to decode and spell single-syllable
words.
e) Blend beginning, middle, and ending sounds to recognize and
read words.
f) Use word patterns to decode unfamiliar words.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words.
Objectives:
 The student will be able to sort words and pictures into the correct column
when given a word sort (short vowel o and short vowel u), and get 16 out of
18 correct.
 The student will be able to spell the words from the word sort and sort them
under the correct header when doing a blind sort (or copied sort, if
struggling), and receive a 14 out of 16 correct.
 The student will be able to identify short vowels (u and o) when playing
BINGO with short vowels o and u, and get at least 8 out of 9 correct.
Procedure:
 I will start by having the student come out into the hallway and sit with me at
a table.
 I will mention that we are going to do a word sort with short o and short u
vowels. I will ask the student if she can make the sounds of a short o vowel
and a short u vowel.
o We will read all of the words/pictures together before we sort them, I
will make sure that she knows what words the pictures represent
before she does the sort as well.
 I will discuss with the student to see if she has ever done a word sort before.
o If she has, I will still model 2-4 pictures in the sort and put them under
the correct header. Then I will have her read all of the words aloud as
she is sorting them.
o If she hasn’t done a word sort before, I may model 4-6 pictures/words
or even the whole sort, and show her exactly what she needs to do. I
will also have her read the words aloud as she is sorting them. I will
make sure she knows what to do before we do the sort.
 Once the student has completed the word/picture sort, we will go over the
sort and talk about why the words are in the correct columns or why they are
not.
o I will copy/make note of what words they sort correctly and incorrectly
before we go over the sort and correct it, if needed.
 I will have the student copy down the words from the correct sort so that she
can have practice with writing the words and be familiar with them.
 After the student has copied down the words from the sort, we will play
BINGO (that includes the words and pictures from the short vowel o and u
word sort)
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o I will model how to play if she is not familiar with the game.
 We will do a practice run of 1-3 words/pictures to see if she
understands.
o I will be calling out the words for BINGO, and play on my own board
against her.
o When the student or I have a word on our board that is called out, we
have to say the word aloud and say which short vowel (o or u) that it
has.
o The “winner” is the person who gets the whole board filled with the
markers and says “Bingo!” (The whole board is 9 pictures and words)
o The winner has to read all of the words on their board (the other
player will have to as well).
We will play one game of BINGO and make sure to discuss each of the words
that the student and I get on our boards.
o Ex: “Jog”, “I have jog! That is a short o vowel.”
o I will make note of what words she marks correctly and what words
she marks incorrectly.
Once someone has won BINGO, we will do a blind sort.
o This is where I will write the headers on a piece of lined paper, and I
will call out the words from the word sort. The student has to write the
word under the correct header and spell the word correctly.
If the student is struggling:
o Instead of a blind sort (where she cannot see the words, only hear
them being called out, and write them under the correct header) I will
have the student do a regular sort and copy the words down.
 She will have to read the word aloud and explain why each
word is under the header where she puts the word.
Once the student has completed either a blind sort or a copied sort, I will ask
her a few questions about what she has learned.
o So what were the short vowels that we focused on today?
 Short o and short u vowels
o Can you make the sounds of a short o vowel and a short u vowel?
o If I say the word, “pop” is that a short o or short u vowel?
 Short o
o If I say the word, “pup” is that a short o or a short u vowel?
 Short u
I will thank the student and walk her back to the classroom.
Materials:
 Short o and short u vowels word sort
 Lined paper
 Pencil
 Short o and short u BINGO boards
 Instructions for playing BINGO
 Markers for BINGO (construction paper cut into small circles)
 Chart for assessing word sort
 Chart for assessing BINGO
Evaluation A:
 I will assess the student by checking the word sort for 14/16 correct (all
words/pictures under correct header).
o We will discuss if the words/pictures are correct and if they are not
correct. Then we will correct the sort and explain why.
o I will copy down exactly how she sorted the words on the chart
attached.
 I will mark what words are correct and what words are
incorrect on the chart.
 I will assess the student by checking the BINGO words that are marked while
playing the game. The student should be able to identify the words that have
a short o vowel and the words that have a short u vowel, receiving at least 8
out of 9 correct. We will do this while playing BINGO and make sure to discuss
why a word is correct and why it isn’t correct. I will mark the incorrect or
correct words on the chart attached.
 I will check to see if the blind sort words on the lined paper are under the
correct header and spelled correctly, the student should get at least 14 out of
16 correct (under right header and spelled correctly).
o We will discuss if the words are correct and why they are not correct.
Evaluation B:
 Did the student meet your objectives?
o 16 out of 18 correct on independent word sort:
o At least 14 out of 16 (just words, no pictures) correct on blind sort
(words under correct header and spelled correctly):
o Words marked on BINGO board are correct (will do this while playing
BINGO); did student get 8 out of 9 correct?

How do you know whether or not the objectives were met?
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What were the strengths and weaknesses of the lesson?
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How would you change the lesson if you could teach it again?
INSTRUCTIONS FOR PLAYING SHORT VOWEL O AND U BINGO
1. Pass out BINGO boards. (3x3)
a. Boards have a mixture of pictures and words from short
vowel o and u word sort.
b. All boards are different.
2. Pass out 9 markers (colored construction paper cut into circles) to
each player.
3. Caller reads word aloud from word card pile (all words from
word sort)
4. Players check boards for that word.
5. If a player has the word they have to read it aloud and state what
short vowel it has (o or u).
6. The winner is the player with their whole board filled (3x3).
7. The winner has to say “BINGO!”
8. Then the winner has to read all of the words on their board.
BINGO WORDS
WORDS CORRECT
WORDS INCORRECT
WORD SORT: Short vowels o and u
Short u
Short o
Word Sort Used
Bingo Boards Used