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Name: Elizabeth Lerch

Student Grade Level: 2nd Grade

From the spelling inventory conducted, it is evident that Kadence has mastered consonant and
short vowel sounds. She spelled the first four words correctly which were all CVC words. She
also got all with the exception of two of the 14 blends and digraphs correct. For the within
word patterns, however, Kadence got almost all the common long vowels wrong. Considering
that she got some of these correct implies that she is using but confusing these patterns.
Kadence correctly wrote three of the seven inflected endings, and the ones she got correct
were either es or -ed. For the word riding, she originally spelled it correctly but then went
back and changed it to rideing. Kadence has not yet learned the rules for more complex
inflected endings. Based on these results, Kadence can confidently be placed in the Early
Within Word Pattern stage. The next step here is to begin teaching Kadence some common
spellings for long vowel sounds. The best way to go about this is to take one vowel at a time
and present a few different ways that long vowel can be spelled.
Objectives for week
Students will sort words with the long a sound by spelling pattern: a-e, ai, and ay.
Students will correctly spell presented single-syllable words with long a sound.
SOL for week
Reading
2.5 The student will use phonetic strategies when reading and spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell
words.
In class
Homework
Monday
Preparation: Have a laminated copy of each word on page 5. Sort words again
Scramble them up and put one word per pocket in a pocket
on a different
chart.
page of their
Call this reading group to the carpet.
notebook to get
Me: Here in the pocket chart I have our new word study
more practice at
sort. Lets start by reading all of the words together. If there reading and
are any confusing ones well stop and go over them.
spelling the
Read the words together.
words.
Me: What do you notice about these words?
Student 1: They all have the ayyyy sound!
Me: Very good, they all have the long a sound. Did anybody
notice something different?
Student 2: They look different.
Me: Can you explain what you mean?
Student 2: The ayyy sound is made with different letters.
Me: Thats a great observation. Different spelling patterns
are able to make the same sound. Can someone tell me what
one of those patterns is?
Student 3: Wait has ai.
Student 4: Day has ay.

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Tuesday

Student 5: Chase has an a and a silent e.

Me: Wonderful job everyone! The three spelling patterns
we will be working on this week are ai, ay, and a-e, all of
which make the long a sound. Lets work together now and
sort our words into these categories.
Students pick a word one at a time and put it into a column.
Ask students if they agree with their peers choices. Do this
whether they are correct or incorrect in their placement.
Wait and have will be in an oddball category.
After all the words are sorted, read through the categories
and double check for any misplaced words.
Send students back to their seats with their own copies of
the word list. They will sort the words into their Word Study
Notebooks by making columns and writing the words into
the correct column.
*Example of Word Study Notebook Page on page 9
I will provide students with scissors and instruct them to cut
the words and headers out of the paper they were given
yesterday.
After all the words are cut out they will pick a partner within
their group and work together to sort one of their sets of
words just on the table.
After the words are sorted both students will read the words
aloud to each other.
When students are done sorting and reading the words they
will get into groups of (ideally) 4 and play the game Im Out
Materials:
A set of 40 cards with the patterns ai, ay, and a-e. These
are on pages 6-8.
Procedures:
1. Deal all the cards so that each player gets the same
number. The person to the right of the dealer begins.
2. The first player places a card down, reads the word, and
designates the vowel pattern to be followed for
example, rain ai.
3. The next player must place a card down with the ai
pattern and read it aloud. A player who does not have a
word with the ai pattern or reads a word incorrectly must
pass.
4. Play continues around the circle until all of the players are
out of the designated pattern.
5. The player who played the last pattern card begins the
new round. This player chooses a different card, places it

Use the cut out

words to sort
them into
columns.

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in the middle, and declares what vowel pattern is to be

followed.
6. The object of the game is to be the first player to play
every card in his or her hand.
Wednesday Students will partner up with someone in their group and do
a blind buddy sort using the words they cut out yesterday.
First they will line up the headers for the categories. Then
one partner will read the words, one at a time, to the other
partner without showing the words to them.
The one who is being read to will state which category the
word goes in and the reader will place it in that category.
Students will check their work and correct any mistakes.
Once all the words are correctly placed, students swap roles
and repeat the process.

Thursday

After the blind sort, students will get into groups of 2 to 4

and play The Spelling Game.
Materials:
Follow-the-path game board. Leave several spaces blank
except for several spaces where you write directions such
as Go Back 3 Spaces, Lose a Turn, and Go Ahead 2 Spaces.
Playing pieces
Spinner or dice
Students own collection of words for the week
Procedures
Students each roll or spin. Whoever has the highest
number will start and play proceeds clockwise.
The second player draws from the face down stack of
word cards. The player says the word to the first player,
who must spell the word aloud. If players spell correctly,
they can spin or roll to move around the path. Players who
misspell the word cannot move. The winner is the first one
to get to the end of the path by landing on the space.
If nobody gets to the end by the time cards run out,
shuffle the cards and reuse them.
Students will pair up and do a blind writing sort in their Word
Study Notebooks. One student will read the word list one
word at a time, and the other student will write the words in
the corresponding category.
After all the words are read, the student will check his or her
spellings and make any corrections necessary.
Then students will switch roles and repeat the process.

Do a blind sort
with somebody at
home.

Do a blind writing
sort with
somebody at
home.

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Friday

After the blind writing sort, students will do a long a word

hunt in the book they are familiar with or currently reading.
In their Word Study Notebooks, students will write the
columns on a new page. They will write the title of the book
they will be reading at the top of the page. As students read
through the book they will write any words that fit into the
categories in those columns.
See page 9 for an example of what this could look like.
I will give every student a copy of the Test on page 10.
Once they all have a paper I will read the words one at a
time and say each word twice, then give students time to
write it.
If there is time left after the test, students will have the
choice of playing either of the two word study games they
played earlier in the week.

Picture of Game Board:

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Word Study Words

ai
ay
a-e
chain may
lace
day
rain shake
braid cage again
paste drain way
gray shape chase
skate paid
mail
wait have
tray

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Cards for Im Out

chain
may
lace

day

rain

shake

braid

cage

again

paste

drain

way

gray

shape

chase

skate

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paid

mail

wait

have

tray

clay

play

sail

pail

brain

stain

paint

stay

safe

tape

lake

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said

flame

grape

gaze

bake

cave

train

say

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Example of Word Study Notebook Pages

ai
chain
rain
braid
drain
paid
mail
wait

Monday
(also Thursday blind sort if words are spelled correctly)
ay
a-e
oddball
may
lace
again
day
shake
have
way
cage
gray
paste
tray
shape
chase
skate

Thursday Word Hunt

If they read the passage Whales and Fish their chart would look like the one below.
Whales and fish both live in the water, but they are different in many ways. Whales are
large animals that live in the water. Even though whales live in the water, they must come to the
top of the water to get air. When they come to the top of the water, whales breathe in air through
a hole in the top of their heads. At the same time they blow out old air. Whales dont get air like
fish. Fish take in air from the water.
Mother whales give birth to live whales. The baby whale must come to the top of the
water right away for air. The baby drinks milk from its mother for about a year. Then it finds its
own food. Fish have babies in a different way. Most mother fish lay eggs. The babies are born
when the eggs hatch. Right after they are born, the baby fish must find their own food.
Whales and fish are alike in some ways too. Whales and fish have flippers on their sides.
They also have fins on their tails. Flippers and fins help whales and fish swim. Fins move and
push the water away.
ai
ay
a-e
oddball
air
way
whale
baby
tails
lay
same
are
away
take

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Name ___________________________
Word Study Test
Long A Spelling Patterns

ai
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

ay
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

a-e
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

oddball
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

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