Young 1

Subject/Topic: Spelling (pull-out)

Grade: 6th

Objectives:
TSWBAT
write their spelling words correctly while differentiating between consonants and vowels.
decide what parts of each word may bring them difficulties when spelling.
write a sentence for each spelling word to accurately show the words meaning.
Standards:
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.6.2b Spell correctly.

Instructional Materials:

Holiday spelling lists (10 words: elves, sleigh, reindeer, ornament, decoration, chimney,
mistletoe, wreath, Santa Clause, blizzard)
10 notecards per student
Red and blue pens/pencils

Introduction:
Give each student a copy of the new spelling words. Read the list aloud and provide a
simple definition for each. Ask the students for any questions or concerns about the words before
moving on.
Procedure:
1. Give each student 10 notecards and a red and blue pen/pencil.
2. Read aloud a word and have the students write it on their notecard using the blue pen
for the consonants and the red pen for the vowels.
3. Ask the students what part(s) of the word might cause them problems or be hard to
remember when spelling it. Have them write it on the top right hand corner of their
notecard (for example: reindeer ei and/or ee).
4. Have the students flip the notecard over and write a sentence containing the spelling
word. Remind them that the sentence should be one that helps define the word.
5. Repeat steps 2 4 for each spelling word.
Closure:
Have the students spell each word aloud together. Remind the students to focus on the
parts of the words they know they will struggle with. Have them keep their notecards with them
so that they may study them silently to themselves or with a partner when they have free time.
Assessment/Check for Understanding:
Check that each student is writing each word correctly on their notecards. Check to see
that they are writing their consonants in blue and their vowels in red. Also, make sure that they
are writing reminders of what is difficult about the words in the top right hand corner of each
notecard. Finally, check to see that their sentences are correct and help define the word.

Young 2

Adaptations/Considerations:
These students have a very difficult time with following directions and carelessly
working through their assignments too quickly. Give simple and direct directions first but then
guide them through the whole lesson. Say aloud each word and have them complete the parts of
each notecard one-by-one. If some students are struggling, have others share parts of their
notecard to the class.