Spelling Subject: English Objectives: 2.1 integrate and apply knowledge of phonics, sight vocabulary, language and context clues, and structural analysis to read unfamiliar words in texts of increasing length and complexity Time 5 Min.
25 Min.
Date: February 14 2013 Assessment: Students will mark own work Teacher collects work
Teaching Points Hook: five minutes for students to tell stories about weekend, get out what need to say before starting class.
Modelling/Guided Practice/ Checking for understanding: Spelling test- Read through list of 12 words, as students spell as correctly as they can. Each spelling word includes: o o o
The definition Being incorporated into a sentence (context Clues) Phonic (ex. Phoenix does not start with an F)
Students then mark their work with red pen and teacher collects test.
30 Min.
10 Min.
Notes
Independent Practise: Activity- Start with a Reminder of proper story punctuation etc. Have students integrate a minimum of 6 of the spelling words into a maximum 10 sentence paragraph. Whatever students don’t finish will be for homework due tomorrow.
Closure: Read out next week’s spelling questions as students write them into their agenda. Students have one chance to write down the words with spelling as best as they can before teacher reinforces the correct spelling, so that students can see where their previous knowledge of spelling the word is at. Then have students line up at the door for gym class and wait for bell.
References: Page 38 & 39 of text book List #8 Spelling words
Materials: Pencil Journals for paragraph Red pen Spelling words from list #8 Paper
Hint: - Phoenix does not start with an F (Phonics) My family went on a vacation to Phoenix (Context Clues)