LEARNING TARGET: SWBAT spell grade level words appropriately and decode them in text.

ESSENTIAL QUESTION:Why do proficient readers need to be able to apply multiple strategies to

decode multi-syllabic words?
RELATED STANDARDS/COURSE OBJECTIVES:
X RF.5.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
X RF.5.3a - Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
X L.5.2e - Spell grade-appropriate words correctly, consulting references as needed.
MATERIALS: Spelling lists for differentiated groups, spelling notebooks
PROCEDURES: Tw separate students into three groups based upon their spelling needs. Tw pull each
group for 10 minutes to go over new spelling pattern. Tw then send groups back out into Daily 5 Break
Out where they will sort their words according to the menu that has been provided to them.
Group 1: Within Word - Long Vowels:
Alex, Izaak , Kyler, Dion , Shayne, Emily and Journey.
Group 2: Syllables and Affixes - Inflected Endings:
Yanet , Kellen, Brendan Mills, Dominick Wiles, Alicia, Rosa, Solimar, Christopher.
Group 3: Derivational - Harder Suffixes:
Paulina, Kyren, Xzavier, Natalia , Luisa, Nicholas, Brock ,Angelo , Crista , Emily, Andres, Arianna,
and Dakotah.
Group 4: (Extension - Above Level)
Rafael and Carrie.
ASSESSMENT:SWBAT spell grade level words appropriately and decode them in text.
GROUPING STRUCTURES: Whole group/individual
REFLECTION: This lesson takes place during our reading block and intervention time. The grouping
was initially based off the students QSI test results, however through knowing the abilities of students
and monitoring their progress, it was decided to allow flexibility in grouping. I picked this lesson
because it has the most specific grouping of students and has proven to be effective. Initially it was
difficult to work with each group as the other students worked independently. I know this was because
they were not use to our 'Daily 5 Break Out' but once a routine was established and students
understood expectations, this had become one of the most effective instruction times during the week
as each groups goals were specific to their needs and instruction was driven directly from those needs. I
do plan to use this type of grouping in the future with my own students.