(Kaitlyn Scully/2nd Spelling/Nov.

13)
I.

Topic: Week 4 spelling word review

Words: chop, catch, shape, trash, phone, that, sting, thin, bring, while, place, badge,
seven, isnt, early; high frequency words: these, start, walk, eight, learn, try, baby

II.

Objectives: Given teacher instruction and practice in stations, TSWBAT spell the
spelling words to 90% accuracy.

III.

Standards: PA Core English Language Arts, grade 2: CC.1.4.2.F: Demonstrate a grade

appropriate command of the conventions of standard English grammar and spelling.
Spell words drawing on common spelling patterns.

IV.

Teaching Procedures (30 minutes)

a. Anticipatory Set (5 minutes)
i. Students will be transitioning from MTSS time. As they come in and get back
to their seats, I will be counting and dividing them into teams. I will pass out
dry erase boards and markers and let the students explore the manipulatives
while everyone is getting settled.
ii. To begin, Ill review the class rules by saying, 2nd grade, you know I only
come here one day a week so I might not know all of your class rules. Can
you help me? Is this true or false: do not talk when the teacher or another
student is talking? Take answers. What about this: be careful and
respectful of all classroom materials, like the dry erase boards and the
markers? Thank the students for helping me learn the rules.
iii. Once the class is settled, I will explain that Im going to start acting out one of
the spelling words and they should write the word on the dry erase board if
they can guess what it is. They should hold up the board when I say go.
iv. After a few words, we will transition to the group activities. I will send
students in one group to the carpet to play Bump and the other group to
another side of the room for trash basketball. I will monitor one activity while
the classroom teacher or student teacher monitors the other.
b. Guided Practice 1 (12 minutes)
i. Trash basketball: I will set up a trash can and a designated line on the floor
where kids should stand; they will line up in a single file behind it. I will say
a word and the first person in line has to spell it. If they spell the word
correctly, they get 5 points and can try to throw the wad of paper into the trash
can. If they make the hoop, they get 5 points; if not, they just get back in line
without any additional points. Play through the whole list of words. Time
permitting, repeat misspelled words or ones that seemed especially difficult
for students to figure out. Record scores on a piece of paper or on the board.
Winner gets a small prize.
c. Guided Practice 2 (12 minutes)

i. BUMP: I will prepare a set of notecards with each of the spelling words and
high frequency words written several times each. There will also be 5 BUMP
cards mixed in. Students will sit in a circle on the carpet and the first student
will choose a card from the bag. He will look at the card, say the word, and
then flip it over on the floor in front of him. He will then spell the word and
keep the card if he spells it correctly. If he spells it incorrectly, he puts the
card back in the bag. Continue going around the circle, repeating those steps.
If a student draws a BUMP card, he puts it back in the bag and his turn is
skipped.
ii. The teacher can set a timer and play a round for 3-5 minutes. Whoever has
the most cards at the end wins. Students put their cards back in the bag and
play again.
iii. Alternatively, the students could play the first round until there are no more
cards in the bag. The student with the most cards at the end wins.
d. Closure (1 minute)
i. Students will transition back to their seats.
ii. If there is still time, I will act out a few challenging words for students to
guess and write on the dry erase boards.
iii. Collect supplies and transition students to their next lesson.
V.

Materials
a. Dry erase boards
b. Dry erase markers
c. Erasers or paper towels
d. Empty trash can
e. Wad of paper or a ball
f. Tape to mark the floor
g. Small prizes for winners
h. BUMP cards in a bag
i. Timer (optional)

VI.

Adaptations
a. If the transition times take longer than expected, the group activity times can be
reduced.
b. Students who struggle with spelling words orally can write them on a dry erase board.
c. See embedded options.

VII.

Evaluation
a. Formative: Student responses on the dry erase boards (written), students oral
spellings of the words (basketball and BUMP)
b. Summative: A spelling test will be given later in the day.

VIII.

Reflection
a. Student
i. Did students follow directions?
ii. Were students on task?

iii. Did students handle the materials appropriately?

b. Teacher
i. Did I manage classroom behavior well? If not, what could I have done
differently?
ii. Were my activities fun and engaging for students?
iii. Was I clear in my directions?
iv. What might I change or improve if I were to use these activities again?