Lindsey Broskie
Due: 11/17/14
Spelling Assessment and Connected Lesson: TEDU 426
Purpose:
 Julian understands initial consonants, blends and digraphs, short vowels,
affricates and final blends and digraphs. On the LN stage of his assessment,
he got all 25 words correct without hesitation. On the next stage, though, the
Word within Word, he only answered 1 out of 25 correctly. According to the
spelling analysis chart, long vowels, R-controlled vowels, complex
consonants and abstract vowels are absent for Julian.
 Based on Julian’s assessment, I decided to teach long and short vowels. There
is a lot that he’s mastered, but also a good bit that he seems to have missed
all together. After analyzing his assessment, I decided first to teach and target
long and short vowels to hopefully find the root of the problem and work our
way up to mastering the things that are absent; complex consonants, Rcontrolled, abstract and other long vowels.
 It is important for me to conduct this lesson beginning with the “simple
concept” of long and short vowels to fix what is confusing Julian, and
hindering his ability to move forward in understanding the more complex
features of spelling.
SOL
Reading
2.5 The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs to
decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell
words.
c) Decode regular multisyllabic words.
Objectives:
 During the sort, Julian will cut out and glue all words under their
corresponding category (long a or short a) with 85% accuracy (17 out of 20).
 During the Jeopardy game, Julian and will choose a “category”, and then label
the given word as “short” or “long” with 75% accuracy (15 out of 20).
 During the writing component, Julian will read, cut and glue each picture to
its corresponding word with 85% accuracy (17 out of 20), label it as a short
or long vowel, and then write the given word in a sentence.
Procedure:
 I will introduce short and long vowels by starting with a short or long “a”
sort. I will first show Julian the pictures that are part of the sort, and ask him
to read aloud if he knows what the words are. I will ask him if he knows what
the “rules” are for short and long vowels, and then I will model the sort if
need be.
 To support Julian in understanding the concept of short and long vowels and
to obtain the objectives I have set in place for this lesson, I will then play a
game of Jeopardy with him and also have him complete a vowel sound packet
containing matching pictures to words, and writing those words in
sentences. For Jeopardy, there will be 5 categories (a,e,i,o,u) and 4 choices in
each category, each word getting a little more difficult at the points increase
(from 100-400). Julian will choose a category and a number within that
category (example; E for 200), and then read word aloud and state if it is
short or long.
 If he is struggling to interpret the word or its vowel sound, I
will use it in a sentence for him.
 If I believe the words are too simple for him, to earn bonus
points, he will state the word in a sentence for me.
For the writing component of this lesson, I will give Julian a packet
containing 5 pieces of paper (an a, e, I, o, and u page, with four examples on
each), and a baggie with cut out pictures Julian will match the picture to its
correct word, glue the pictures down, tell me (and write) whether its short or
long, and then write that word in a sentence in the text box provided.
 My means for reinforcing the objectives in this lesson (even though this was
part of the writing component) was at the end when Julian had to use
pictures to locate a word, and then tell me whether it was a short or long
vowel based on those pictures. I think looking at a written word can become
a habit and not necessarily a means for really “understanding the rules” of
text, especially when doing sort after sort. However, looking at a picture first
and having to hear yourself say the word in your head and out loud will force
you to think about the way it sounds, and will hopefully help you in
understanding those rules.
Materials:
 Scissors (student will provide)
 Glue stick (student will provide)
 Pencil (student will provide)
 Short A sort with pictures (I will provide)
 Short/Long Vowel Jeopardy Board Game (I will provide)
 Short/Long worksheet packet (I will provide) * teachersnotebook.com*
Evaluation Part A:
 I will assess Julian’s knowledge of short and long vowel sounds mainly by
how well he does on his sort. Once he’s completed his sort and I’ve gotten a
good idea of where he stands in understanding short and long vowels, then I
will continue to assess the number of times he answers correctly during our
board game, and how well he does during the writing component of this
lesson.
Evaluation Part B:
 Julian met all of my objectives in accordance with this lesson.
 He got all but one word correct on his sort, finishing with 95%
accuracy.
 He completed the Jeopardy game with 85% accuracy.
 He read, labeled, cut and glued each picture to its connecting word,
and then wrote each word in a complete sentence, finishing the
writing component with 100% accuracy.
 I know that the objectives were met because during the sort, he could
verbalize the difference between a short and long vowel sound, and during
our board game and his writing component, he needed little to no help from
me.
 The strengths of my teaching during this lesson were praise and
encouragement. Julian didn’t need any help completing the tasks at hand and
finished all three objectives with 100 or close to 100% accuracy. I wonder,
now that the lesson is complete, if this sort was too simple for him. However,
he is an extremely self-conscious child. Even when answering quickly and
with accuracy, he would often look to me for reassurance. After the third or
forth time of him doing this, I made it a point, even before he had the chance
to look at me, to tell him “nice job!” or “awesome, Julian”, so he could spend
less time worrying, and more time knowing how well he was doing. My
weakness with teaching has always been wait time. I’m aware of this and
have been working at it, but it still seems to be something I struggle with. I’m
never rude or pushy, which is a good way for me to work on my patience, but
I will admit that I’m a little too empathetic. Instead of waiting for the student
to answer, and being afraid of having to coach them or understand that its ok
in their journey as learners to answer wrong sometimes, I feel bad that they
are struggling and I give them a hint or something very close to the answer.
 I would change the level of difficulty the next time I did this lesson. The sort
was way too easy for this student, which made the follow up activities also
too easy. I’m not sure how well the DSA assessment really “assessed” Julian’s
spelling abilities, and also might use another form of assessment the next
time I do a lesson like this one. If the DSA is a requirement, then I will do
another to support what the student knows and doesn’t know.