Name

Lori

Student Grade Level

5th Grade

Word Study Lesson Plan

Lori is in the fifth grade. According to the cooperating teacher, Lori spells at an average fifth grade level, and she recommended that the
elementary inventory be conducted with her. Therefore, the elementary inventory was completed with Lori, and she proved to be beyond what was
examined on that sheet. Thus, the upper-level inventory was completed in order to gain a better sense of her developmental spelling stage. This
inventory showed that Lori is in the middle syllables and affixes stage of spelling development.
The features of spelling in which Lori can complete correctly are blends and digraphs, vowels, complex consonants, and inflected endings and
syllable juncture. Strengths in these areas are typical of students in the middle syllables and affixes stage. Loris trouble in spelling begins with the
unaccented final syllables portion of the spelling development continuum, which is a common trait of spellers in her stage of development. There are no
aspects of the syllables and affixes stage that are absent in Loris spelling development. On the other hand, Lori portrays strength in understanding
affixes. This is uncommon of students in the middle syllables and affixes stage of development because it usually occurs after understanding of
unaccented final syllables. Finally, Lori is relatively good at assimilated prefixes, which is unusual for students in the middle syllables and affixes stage
of spelling development. Students often portray this feature in the late derivational relations stage (Bear, Templeton, & Johnston, 2007). Because Loris
trouble with spelling starts with unaccented final syllables, instruction will begin with this feature and will concentrate on er, -ar, and or words.
Objectives for week

The student will identify patterns in words and will be able to sort the words appropriately.
The student will be able to use the proper unaccented final syllables in er, -ar, and or words.
The student will use a dictionary or glossary to define words.
The student will exemplify understanding of the vocabulary words by writing sentences, creating a word web, or drawing pictures.
The student will recognize er, -ar, and or words by participating in a word hunt.
The student will engage in a spelling game to enhance his or her knowledge of final unaccented syllables.
The student will take a spelling test to exemplify his or her knowledge of er, -ar, and or words.

SOLs for week

5.4 The student will expand vocabulary when reading.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Monday

Tuesday

Wednesday

Thursday

Friday

The student will cut out the

words and complete an open
sort.

Begin by having the student

sort the words independently.

The student will sort the words

with a partner. The pair should
check each others work and
discuss any problems that arise.

The student will play the

spelling game, Catch That
Burglar!, with a small group
(see attached).

Review: Allow students a few

minutes to review their words
and to ask any questions.

Work on building vocabulary

Next, the teacher will model by having the student use a
the pronunciation of each
dictionary to define 10 words
word and demonstrate the
in his/her word study
sort in a small group. The
notebook.
students should examine the
words and explain why they
Homework: Choose one of the
think the words are being
following and do in your word
sorted in that manner. The
study notebook:
students will work together Use 5 of the words in a
to correctly complete the
sentence. Your sentences
sort.
must show the meaning of
the word.
Students should sort the
Create a word web for at least
words on their own and
5 of the words. The web
check for accuracy.
must have at least three
arms. You may include
Homework: Sort the words
synonyms, antonyms,
and write the sort in your
examples, counterword study notebook.
examples, etc.
Draw and label pictures that
show the meaning of the
word. You must include at

In a small group, ask the

students if anyone has
recognized a pattern with the
words. Scaffold the
conversation to the definitions
and grammatical use of the
words. Discuss the science
behind the er, -ar, and or
words (See Helpful Hints
sheet). Have students come up
with words that fit these
patterns.
Homework: Do a word hunt.
Go around your house and look
for your words or other words
with the same pattern. You may
look in books, magazines,
newspapers, etc. Find at least 5
words and write them in your
word study notebook. Note if
any of the words fit the patterns

Homework: Study and

practice spelling the words.

Assessment: Have students

number from 1-12 on a sheet
of paper. Call out 10 words
from the list. However, add 2
words that are not on the list
in order to assess the
students understanding of
unaccented final syllables.
The 2 additional words will
not be used in grading the
spelling test. Instead, it will
serve as an assessment of the
students knowledge and will
serve to inform subsequent
instruction.

least one drawing for at

least 5 words.

discussed in Helpful Hints.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2007). Words their way: Word study for phonics, vocabulary, and spelling instruction (5th
ed.) Upper Saddle River, NJ: Merrill Prentice Hall.

-er

-ar

-or

bigger
freezer
dreamer
faster
blister
jogger
speaker
skater

burglar
grammar
collar
dollar
lunar
solar
smaller

doctor
favor
author
editor
tractor
motor
mayor