Kaitlyn Metheny

Word Study Lesson Plan

Childs Name: Colleen
Student Grade Level: Second Grade
Based on the Words Their Way Elementary Spelling Inventory, Colleen fits into the Middle Within Word Pattern Spelling stage. She
began misspelling words at common long vowel sounds and other vowel sounds. She misspelled the word float and spelled it as it
sounded, flot. She seems to have a firm understanding of short vowels and blends. She seems to struggle with inflected endings,
dipthongs, and some ambiguous vowels. She seems to use vowel sounds the way they sound and confuses them when spelling words like
serve. She spelled it as she thought it sounded, surve, and replaced the e with the u. The lesson below will focus on long vowel o
sounds.
This stage is typical among ages 6-12 and first grade to middle of fourth grade. The Within Word Pattern spelling stage is
characterized by much strength in spelling single syllable short vowel words correctly and spelling most beginning consonant digraphs and
two letter consonant blends. It is also characterized by the ability to revise and edit, reading silently with more fluency and expression,
and attempting to use silent long vowel markers. Some weaknesses of this stage are differentiating long vowel sounds, inflected endings,
and other ambiguous vowels. The Instructional Diet for a Within Word Pattern Stage speller would be 20% Fluency, 20% Word Study, 40%
Comprehension, and 20% writing.
Objectives for week
Recognize the difference between short o and long o vowel sounds.
Segmenting once syllable words into phonemes.
SOLs for week
2.4 e) Segment words at the syllable level.
2.5 b) Use knowledge of short and long vowel patterns to decode and spell words.

Monday
Classwork- 15 minutes of
instructional time
Step 1: Teacher introduces
words and allows the
children point out the
differences between them.
Make sure to point out
how you can break the
words into phonemes.
Step 2: Allow the children
to work independently first
to sort the words in a way
that would make sense to
them (sound or pattern).
Step 3: Reflect in groups on
their findings.
Homework- Sort the words
according to CVC, CVCe,
and CVVC. If they figured
this sort out in class then
they must chose a different
sort.

Tuesday
Classwork- 5 minutes of
instructional time
Step 1: Refresh the
childrens memory on what
was found last class and for
homework.
Step 2: The children will
then do speed sorts in pairs
to see how fast they can
sort the words. One child
will sort while the other
times and they will trade
off.
Step 3:Allow the children
to explain their thinking
when they were sorting
their words.
Homework- The children
will do a writing sort with
the categories on the word
sort sheet.

Wednesday
Classwork- 5 minutes of
instructional time
Step 1: Refresh the
childrens memory on what
was found last class and for
homework.
Step 2: The teacher will
write dictated sentences
that include many of the
word study words and get
the children to write them
in their notebooks when
you read them aloud.
Step 3: With the extra time,
the children will do a blind
buddy sort. One child will
call out a word from their
list and the other child will
point to the corresponding
column.
Step 4: Reflect on the
childrens thinking
processes and give them
feedback on their
sentences and progress!
Homework- The children
will do a blind sort at home
with parents or friends.

Thursday
Classwork- 5 minutes of
instructional time
Step 1: Refresh the
childrens memory on what
was found last class and for
homework.
Step 2: Children can refresh
their memory with a quick
speed sort with their
partner to beat their time
from the previous day.
Step 3:Allow the children
to do a word hunt. They
can pick through books
that they are reading for
independent reading and
find word study words.
Step 4: Reflect on the
words you found in which
books and allow the
children to talk about their
books.
Homework-The children
will do a blind writing sort.
A parent or friend will call
out the words and the child
will write the word in the
right category based on
memory.

Friday
ClassworkStep 1:Game Time!
Children can choose from
the different worksheets or
a board game attached
with the word sort. The
board game would require
the kids to roll a dice and
whatever word they land
on they must cover up,
spell, and say the word in a
sentence.
Step 2: Test the children
and call out the words to
evaluate their spelling and
the patterns of the words.
Step 3: Reflect on the kids
progress throughout the
week and talk about what
to look ahead for.
Homework- There wont be
homework on the
weekends.

CVC
knock
stop
drop
box

CVCe
chose
slope
whole
rode
stone
goal

CVVC
boat
goat
soap
foam
road
float
load