Subject Area: _Spelling___________ Grade Level: _2nd Grade_________

GMercyU Student Name:__Rebecca Lyons_________________ ________

Stage 1 Desired Results

PA Core Standard(s):
Standard - CC.1.4.2.F/CC.1.4.2.L
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.

Capitalize proper nouns.

Use commas and apostrophes appropriately.

Spell words drawing on common spelling patterns.

Consult reference material as needed.

_______________________________________________________________________Big
Idea: (Overarching Theme) Objective

Students will be able to spell and identify words with the o, oa, and ow
spelling patterns.

Essential Question(s): Enduring Understandings:

Students will consider and reflect
on throughout the lesson:
What kinds of words make
the long o sound?
How can I learn to spell
words with similar sounds?
At the conclusion of the lesson students
will understand:
Sound patterns associated with o,
oa, and ow.
The spelling of words with the o,
oa, and ow spelling pattern.

Student Objectives (Outcomes):

At the conclusion of the lesson students will know and be able to:

Spell words with the o, oa, and ow spelling pattern.

Read fluently some words with the o, oa, and ow spelling pattern (see
attached list)
Stage 2 Assessment Evidence
Performance Task(s): Other Evidence:
Students will show what they know Other evidence which demonstrate
by evidence of/list names of student competence with the
formative or summative checks, concept(s). List the names of the
quizzes, tests which indicate performance tasks:
evidence of learning:
Day 1: Formative Guess the word pattern
assessment will take place Guess my category with a
as students work to sort partner
 their words, discovering the Blind Sort
spelling patterns on their Sparkle
own.
Day 2: Formative
assessment will take place,
as students will work as a
large group to place each
word into a category.
Day 3: Formative
assessment will take place
as students play a game.
Students will also help one
another as they play.
Day 4: Formative
assessment will take place
as students play Sparkle
which asks them to both
spell the word and state the
category the word is in.
Day 5: Summative
assessment will take place
as students will take their
spelling test on this day.

Stage 3 Learning Plan

Learning Activities:
Preparing students for the lesson: How will you activate prior knowledge,
build background, or review previous lessons?

Prior knowledge will be activated on day one through modeling the sort.
Emphasis will be placed and noticing vowel sounds and spelling patterns. This
will activate students prior knowledge of spelling patterns and their
understanding that different spellings may make the same vowel sound.

Learning Activities Continued: Describe in sequence, the lesson:

Day 1: Model the Sort

Students will receive their word cards and cut them out individually.
They must place their number on each card.
Students will then work to guess the categories and place the words
into what they feel is the spelling pattern categories.
Once students have guessed, the teacher will use the SMART Board to
model the sort. Emphasis will be placed on the long o sound and the
difference in spelling between words.
o The T-Chart will be placed on the board with the o, oa, and ow
spelling patterns as headers.
o The teacher will ask for a word from the students. One student
will say a word and the teacher will place the word in the
appropriate category as the student spells the word from their
 word card.
o Continue this process until all words are listed on the board.

Day 2: Guess My Category

Students will partner up with another student to play Guess My
Category
Students will use both of sets of their cards to work together to place
words in their category and repeat their spelling. During this time they
will look at their cards.
The second time they play, the students will hide the spelling of each
word as they read the word to the other student.
The other student will then spell the words and guess the category. If
they get the word correct, the student will take the card. If they get it
incorrect, the other student will place the card in the back of the pile.
The students will continue to play until all cards are mastered.

Day 3: Blind Sort

The teacher will pull up a blank T-Chart on the SMART board.
The teacher will place three words that represent the three categories
as headers for each column.
The teacher will then give a word to the students.
The students will state the category the word is in.
If the student is correct they will place the word on the board.
Continue this process until all words are on the board

Day 4: Sparkle
Students will play Sparkle to review the words of the week.
Students stand in a circle.
The teacher reads a word and uses it in a sentence.
The first student will repeat the word.
The next student will say the category the word is in.
The next student says the first letter of the word.
The next student continues the spelling of the word. This continues
around the circle until the word is spelled.
After the last letter is given, the next student repeats the word.
Following that, the next student repeats the word category.
Finally, the next student says, sparkle, and the following student is
out and sits down.
If a student does not say the correct letter or category they are also
considered out and must sit down.
The game continues until only one student is left.
**It is important to reiterate that the students who are sparkled did
nothing wrong even though they are out to ease their anxiety in being
out.

Day 5: Assessment
Assessment will take place on this day.
 Students will each have a privacy folder to help them focus on their
own work.
Students will receive a blank T-chart with category headings associated
to the spelling patterns of the week.
Students will create their own headers for T-Charts so that they can
appropriately place each word in a category.
They will be read each word, a sentence using the word, and the word
again.
Once all words are read, it will be asked if students need a word
repeated.
Students will then turn in their assessments.

Materials Needed:
Spelling Packet
Scissors
Spelling Word Bag
SMART Board
T-Chart Template
Printed T-Charts
Pencil
Desktop Recycle Bin for scraps

Vocabulary/ New or Review: N/A

Guided Practice: What will students do to use and apply new concepts or
skills? How will you monitor and guide their performance?

The modeling and other practice that takes place will be monitored
throughout the week and corrected so as to guide students toward
recognizing and understanding spelling patterns and sounds. Other practice
includes modeling with teacher assistance in placing words in the appropriate
category as well as peer modeling through Guess My Category, which quizzes
students on the spelling and categories of words.

Check for Understanding of Student Learning: How will you know if

students grasped the material? What techniques will you use to assess
understanding?

Continuous formative assessment will take place throughout the week in all
lessons. If a student seems to be struggling, the word sort will be modeled
and repeated for the student to reinforce the sounds and spellings.

Independent Practice: What will students do independently to use and

apply the new skills and concepts in a meaningful way? How will you assess
mastery of learning?
Students will also continue to use their newfound knowledge of these spelling
patterns in a word hunt to find words with the same spelling patterns
throughout books. Students will find words and then write them down. This
reinforces the spelling patterns and sound they make.

Differentiated Instruction: How will you provide access to this lesson for
all learners such as students with IEPs, ELLs, gifted, and other learning
differences, re: content, process, and product?

Students have differentiated spelling lists and a second group that is below
level works separately with a co-teacher. Above level students are challenged
to find their own patterns and are also tasked with trying to find their own
words with the same spelling patterns. There are not currently students
working on an above level list but this will be implemented in the next few
weeks for three students.

Closure: How will students demonstrate proficiency with todays lesson

objective(s) i.e., Partner Sharing, Exit Ticket, Student Summarizer?

Day 1 Closure:

After the initial instruction, closure will be brought to the lesson by asking the
students to raise their hands with a thumbs up once they have checked
their T-Chart with the one that was completed together. This signifies to the
teacher that all students have the words in the correct categories for
reference.

Day 2 Closure:

After students play the game Guess My Category, multiple times, closure
will be brought to the lesson by asking the students to work together to sort
their word cards into the categories one more time.

Day 3 Closure:

Closure will be brought to the lesson on day three by asking the students to
discuss with a partner one word that surprised them or the did not know
previously was spelled with the spelling patterns of the week. This reinforces
the spelling patterns that we are working with that week.

Day 4 Closure:

Sparkle has a natural ending to the lesson but a check for understanding will
be performed by asking the students to raise their hand to give me one word
from each category and spell it. If the other students in the room agree with
the category and spelling they will give a brain match symbol.
Day 5 Closure:

Assessment takes place on this day so closure will be brought to the lesson
once students have completed their assessment.

Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework
and the Four Domains of Professional Practice. Use this as a resource when
writing lesson plans.

Domain I Planning and Preparation

How do you know you were knowledgeable of your content?
What is the evidence that your objective was clear in the lesson plan?
How does the lesson address individual student learning needs?
What variety of strategies and methodologies did you consider when
planning?
What is the evidence that lesson components were logically
sequenced?
How did your lesson plan include checks for student understanding?
What PA Standards did this lesson address?

Domain II Classroom Environment

How did students know the behavioral and academic expectations for
the lesson?
What effective routines and procedures did you implement for lesson
efficiency?
How did you insure the classroom was physically accessible for all
learners?
What evidence indicates that respect was shown between and among
students and teacher?
What evidence indicates that students placed a high value on quality
participation, process, and product?
How do you assess if the lesson was attainable for all students but also
had appropriate rigor?
Domain III Instructional Delivery

How did you align your lesson to PA Standards?

How did you insure a clearly stated objective, understood by learners?
How did you provide clear explanations as to how to proceed through
the lesson?
What questioning and discussion techniques insured all-learner
participation?
What strategies did you employ to engage all students?
Describe how you made the content meaningful due to sequencing and
pacing.
Discuss how you checked for understanding, provided feedback,
retaught.
What is the evidence that you were you flexible and responsive to the
needs of the learners?
Describe how you made meaning of the lesson with some form of
closure activity.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson
or activity, to improve any of the Domains of Professional Practice.

Addendum:
Spelling Words:

Week of 1/9:
free
teach
teeth
please
beach
wheel
team
speak
sneeze
sheep
meaning
weave

Week of 1/17:
own
most
soap
 float
both
know
loan
goat
flow
loaf
throw
coach