Lauren Rhodes
11/17/14
Spelling Assessment Lesson Plan
TEDU 426
Purpose:
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The student that I gave my DSA spelling assessment to was able to score a 5 in the Initial/Final consonants feature, the Initial Blends/Digraphs feature, the Affricates feature, and the Final
Blends/Digraphs feature. I only administered the letter name stage, because my student seemed to be struggling with the short vowels feature. My student scored a 3 on this portion of the assessment. This stated to me that my student is able to use short vowels, but that she is confusing them at times.
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I decided to teach a lesson that focused on the sounds of short vowels, based on the fact that my student was struggling with this feature during the assessment. I was able to see that while she was able to spell some of the words, she was using these short vowels, but confusing the sounds associated with them.
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It is important to teach this lesson, because learning how to spell words is a strong basis for becoming a strong reader. Spelling helps students to master the basics of language, expand their vocabulary, and comprehension.
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SOL 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:
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Given a word sort, the student will be able to correctly sort 80% of the words from the word sort, or 20 out of the 25 words provided.
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Given a game based off of the word sort, the student will be able to correctly spell the words and comprehend the short vowel sounds within the words as they play the game.
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Given paper and pencil, the student will be able to correctly write five sentences that contain their spelling words and short vowel sounds. The student will be able to spell these words and say these words with 100% accuracy.
Procedure:
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I will introduce the features that I am targeting in this lesson, by having the student complete a word sort based off of the DSA assessment that was provided. I will explain to the student that I have a word sort for them to complete with me, and that I chose these words based off of the spelling test that they completed with me earlier. First, I will display the headers for the sort, and then I will model 2 to 4 words or pictures from the sort for the student, until they feel comfortable completing the sort on their own. I will have the student sort the pictures first, and

I will make sure that the student understands that they should read the word or identify the picture out loud when sorting.
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In order for me to achieve my objectives, I will have the student participate in a word sort guided by me, I will have the student actively participate in a game that I created to help better understand short vowels, and I will have the student write a minimum of 5 sentences, demonstrating that she understands how to spell these short vowel words.
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To reinforce my objectives at the end of the lesson, I will have the student engage in a discussion on what she has learned through this activity. I will ask her if she feels confident in spelling these short vowel words, and I will ask her to explain to me the difference between a short vowel and a long vowel. The students writing sample will provide sufficient evidence, as to whether or not the student was able to correctly spell these short vowel words.
Materials:
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DSA assessment packet
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Short Vowel Word Sort, for words ending in –it, -at, and –et
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Board Game (Dice)
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Paper (for assessment and writing sample)
Evaluation Part A:
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I will assess the student’s knowledge, by watching them complete the word sort, having them actively participate in a board game that is related to spelling short vowel words, and by assessing the accuracy rate in their writing sample. I will know that my student has met the objectives, when she is able to correctly spell these words in her writing sample with 100% accuracy.
Evaluation Part B:
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The student was able to meet the objectives, because she was able to correctly sort 20 out of the 25 words in the word sort, or 80% of the words. The student was also able to correctly spell the short vowel words within the word sort during the game. The student met the objective in the writing sample, by spelling the key words in her sentences correctly with 100% accuracy.
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I know that the objectives were met, because the student was able to quickly sort the words in the word sort with 100% accuracy, she was able to play the game without any type of struggle when it came to spelling the words, and she completed a writing sample where she spelled the word sort words with 100% accuracy.
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One of my strengths during the lesson was modeling the word sort for my student. I was able to make sure that I had all of the headers readily available before sorting. I was also able to have the student sort the pictures first during the word sort. My student seemed to understand exactly how to complete the word sort. One of the weaknesses during the lesson was conducting the writing sample. My student was very distracted, and did not seem to want to participate during this time. I was struggling to find a way to keep her writing.
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If I could change the lesson, I would definitely want to spread it out over a couple of days. I think my student was a little overwhelmed with the amount of work that we were completing in just under an hour. I think that it would be ideal to have the word sort and game on one day, and to have the writing sample on another day.