RU Teacher Education Lesson Plan Format

Candidate Name: Barbara Valentine

Level:
2nd

Date: 10/07

Grade

Lesson Title/Topic: Spelling Practice with Word Work Folders

(Spelling/Reading Groups)
Standards: 2.4, 2.5
TSW rotate through small groups focused on building stamina reading to self,
reading with a group, listening to reading, and phonics spelling groups.
Essential Vocabulary: -nk, -nt, -nd, -th, and wh beginning digraphs and long and
short /i/ sounds.
Assessment: informal, teacher will check students words sort from their Word
Work folder. Formal, teacher will collect and check each students practice-spelling
test.
Student Considerations: Teacher should keep in consideration the student in
each group, which students will need more time to write down and spell the word. If
any students have hearing impairments teacher could use the microphone and
speakers in classroom or make sure that student is seated close enough to hear.
Instructional Resources, Materials, and Technology:
Standard Size Classroom, Word Work folder, Practice Test, Pencils
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (Specify time) 12:25PM:
Teacher will have students take out their word work spelling folder
and place all cut out words on table in front them. Teacher will then
review all words one by one stopping to ask students what sound do
they hear or see in the beginning of the word.
The Middle: (Specify time) 12:35PM:
Group
1- Students will sort their words from their Word Work folder. I will
1
check as they finish. The words will be sorted according to the
spelling beginning digraphs th and wh.
Group 2
spelling

1- Students will sort their words from their Word Work folder. I will
check as they finish. The words will be sorted according to the
ending affricates nk, -nt, and -nd.

better focus.
Group
1- Students will sort their words from their Word Work folder. I will
3
check as they finish. The words will be sorted according to the long
spelling and short i sound in words.
Following each sort teacher will lead discussion about why students
put each word in each different sort. Teacher will then complete the sort
on the smart board using the doc cam, she will give examples and non
examples to see if any students are able to catch her mistaken sort.
The End (a.k.a. Closing): (Specify time): 12:55PM:
Group 1
spelling

Group 2
spelling

Group 3
spelling

2-Students will complete a practice test to take home as a study

guide. I will call out the words (in random order) and students will
write the word under the correct heading on a sorting sheet they
have been using. Students will use a privacy folder to take the
test for better focus.
2-Students will complete a practice test to take home as a study
guide. I will call out the words (in random order) and students will
write the word under the correct heading on a sorting sheet they
have been using. Students will use a privacy folder to take the
test for better focus.
2-Students will complete a practice test to take home as a study
guide. I will call out the words (in random order) and students will
write the word under the correct heading on a sorting sheet they
have been using. Students will use a privacy folder to take the
test for better focus.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
- I was able to collect each students practice test at the end of each group and
review students writing answers. I also was able to look around and see each
students sort on their desk. I was also able to see which students mastered
the objectives by their responses during the discussion.
2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)
- For homework students were given their spelling folder to take home and
work on. Tomorrow their will conduct a picture sort with the words, then
having to write out the correct word beside each picture.

3. If you have to teach this lesson again, what might you do the same and what
might you do differently?
- I think that this lesson went as planned and most of all the students were
able to master the objective and goal for this activity. There were a few who
had a hard time, but I feel like it was mainly due to their speech impairment.
They struggled with the th and wh sounds. I continued to work with them
one on one throughout the lesson.