Word Study Weekly Lesson Plan

Spelling Stage: Within Word Pattern

Word Study Focus: Common Long Vowels (igh, ai, a-e)
SOL: 2.4 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.

Monday Tuesday Wednesday Thursday Friday

Objectives: Objectives: Objectives: Objectives: Objectives:

-Students will be able to
sort their new word list
into the correct
categories.
Materials:
-Word Study Words with
headers
-Scissors
-Journals
-Glue
Activity:
To begin the new set of
word study words, the
teacher will first read the
list of words with the
students. During this
time, each category will
be introduced, and the
key features students
are to look for. She will
also define and expand
on words that are
-Students will be able to - Students will be able -Students will be able to -Students will be able to
identify what word to complete a sort find examples of the identify long vowel
patterns they are without seeing the word study patterns in patterns within given
learning words their independent words.
-Students will be able to - Students will be able reading books and other -Students will be able to
sort and spell the words to correctly spell the reading materials. sort words depending
using technology words -Students will also on the vowel pattern, &
complete their second compare/contrast the
Materials: speed sort and compare patterns.
Materials: - Word Study Words their new time with their
-Word Study Words with headers initial speed sort.
-iPads - Word Study Notebook Materials:
-Timer Materials: -Game boards divided
Activity: -WS notebooks like Tic-Tac-Toe
Activity: - Pair the students off -Word sort words -Make 30 or more word
-The teacher will based on where they -independent reading cards or picture cards
reintroduce the list of are sitting. They may book or other reading (igh, ai, a-e).
word study words. The move to other areas of material -spinner divided into 3
teacher will ask the the room. Students will -timer sections and labeled for
students what patterns place the headers in the vowel pattern
(headings) that they are front of them. The Activity:
working on for this students will take turns -Students will be given a
week. reading the word while copy of the word sort
-The teacher will ask their partner points to cards and will complete
what sounds each of the correct header, their second speed sort.
those patterns make. without looking at the Students will record Activity:
similar, or may cause -The students will then word. This is known as their times in their WS -Vowel Spin Game:
confusion to the group. use provided iPads to a blind sort. notebooks and compare Finding Words to Match
Then, she will practice the word sort. -Once the first activity is this time with their initial the Spinner.
demonstrate how to sort They will use the app complete, the students speed sort. -Pair students off and let
a few of the words in Magnetic Alphabet. The will then write the -After completing the them go to any part of
each category, and students will start by headers as columns in speed sort, students will the classroom with the
describes as she does adding the three their Word Study choose a book to read. game.
this explicitly why each headings to their notebook. They will -As students read their -Each group should
word goes there. The magnetic board on the again take turns reading books independently, have their two playing
last step as a group is to iPad. The teacher will the words aloud to each they will individually boards, word cards, and
check and reflect. This then call out the words other, this time they will record words that a spinner.
means to model how to and students will use write the word under the feature the word study -Put the cards in a deck
check the columns and the app to spell out and correct column. This is focus as they come face-down. Players
find the generalization. sort the them. This will known as a blind writing across them. draw nine cards and
Next, the students will allow them to practice sort. -After individually turn them face-up on
break off and sorting and spelling their completing the word their boards.
individually complete new words. Assessment: hunt for 15 minutes, -The first player spins
the sort. First, cutting -This activity should be - While the students are students will pair up and and removes the words
their new list of words done in their word study completing the blind share the list of words cards that fit the sound
out, and then sorting small groups. sort, walk around in that they found with a or pattern indicated by
them according to the -Students will then be order to listen and partner. (The students the spinner. The card
word study focus. The given a copy of the watch the pairs. The should be able to goes into the player’s
teacher will circulate the words and each will students will be successfully pronounce point pile. The same
room during this time to complete a speed sort informally assessed on these words to their player draws enough
check in on students, on their own. The accurate pronunciation partner based on the cards from the deck to
and help those who are teacher will time them of the words and the word study patterns.) replace the gaps on the
unsure of the new sort. and times will be accuracy of their -Both students will playing board before
Once she has checked recorded by the sorting. record the words that play moves to the next
their work, the students students in their word - Once they have they found in their WS player.
will glue their new words study notebooks. completed the blind notebook under the -Play continues until a
into their word study writing sort, their proper heading (long A, player is out of cards
journal. Assessment: notebooks should be long E, long I, long U, and there are no more
-Students will be informally assessed for long O). to be drawn as
Assessment: informally assessed as accuracy in spelling as replacements. The
-Students will be they complete their well as sorting. Assessment: player who has the most
informally assessed as speed sort. The teacher -Students will be cards in her/his point
 she checks their initial will note the amount of assessed on whether or pile wins.
sorts. time it takes and the not their speed sort time
accuracy. improved from earlier in Assessment:
-Students will be the week. -Students will be
informally assessed as -Students must also informally assessed as
they do the word sort on correctly categorize they work through the
the iPad. They will be their word hunt words game. The teacher will
assessed on how they under the proper note the errors & keep
are sorting and spelling heading (long a, e, i, o, track of the vowel
the words. The teacher or u) in their WS patterns the students
will screenshot to notebooks. are having issues with
students list to review it. as he or she observes
the game.
-At the end of the game,
the students will turn in
their tic-tac-toe sheets &
will then be formally
assessed.

Technology Integration: Students will use the iPad app Magnetic Alphabet. It is essentially an online magnetic board. Students will
use it to complete a word sort. This will allow students to practice sorting and spelling out their words.

Word List:

a_e ai igh

snake rain light

plane train knight

rake sail right

cake grain sigh

tape wait bright

paint high

a_e ai igh
snake rain light
plane train knight
rake sail right
cake grain sigh
tape wait bright
paint high