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Name_Josh Tolton__________________________________ Student Name

Austin
Student Grade Level_Third
Grade___
Upon completion of the Words Their Way assessment I found that Austin fit into the spelling stage of either very late
Syllables and Affixes or very early Derivational Relations. He performed almost flawlessly up to that point besides a few
mistakes on the inflected endings portion. In Austins stage of development he is showing great strength in the
unaccented final syllables, but when that jumps to more difficult words with harder suffixes, that strength goes away and
his weaknesses start to show up. From my assessment Austin is a very solid reader. In order for him to grow and have his
needs met it would be imperative that I increase his vocabulary to include words with harder suffixes and give him
constant practice inflected endings and unaccented final syllables.
Objectives for week 1) To know when to apply double consonant to an ing ending word

SOLs for Week:

2) To know when to add ies to a plural form of a y ending word


expand vocabulary when reading
3) To increase sight word knowledge and vocabulary with words
of roots, affixes and synonyms,
Monday
Goal: Get them
started on
recognition of words
that
display double
consonant on
-ing ending words,
words that add ies
to a y ending
word, and start on
new
vocabulary.
Activity: Have students
do a
word sort using the list
on the
next page. Students will
take
the words and match

Tuesday
Goal: Extended
practice with words
that display double
consonant on ing
ending words.
Activity: Create list of
base words that could
either add an extra
consonant when adding
ing or not add a
consonant. Work with
students in separating
the words into two
separate groups.
Homework: Create a list
of all the activities you
did that day. From that
list take all the verbs

Wednesday
Goal: Extended
practice with words
adding ies to a y
ending word
Activity: Have a flash
card game where the
students practice with
partners showing base
words ending in y and
spelling the way using
the ies spelling. After
practice with a partner
we will do a full class
competition where the
students will compete
against one another in
spelling these words on
the board.

Thursday
Goal: Extended
practice with new
vocabulary words
and working on
harder suffixes
Activity: Work on
comprehension of new
words and practice with
spelling using a close
procedure activity using
the vocabulary words
and having a word bank
on the sheet.
Homework: Students
will write a paragraph
using five of the seven
words on the
vocabulary list. The

-3.4 The student will


b)Use knowledge
Friday
Goal: Take all of this
weeks activities and
learned knowledge
and come together.
Activity: Allow for the
students to be the
teacher. Go over
everything we have
learned this week but
not coming from my
mouth, but from the
students mouth. Each
student will get a
chance at teaching the
class about one
objective learned from
the week.
Homework: Come up

them up
with the categories.

and add ing to the end.


Come back to school
with list. (i.e. eat =
eating).

Homework: Student will


take
word sort home with
them
and practice sorting.

Homework: Take flash


cards home and
practice. Come back to
school with each word
spelled out both ways
on a piece of paper to
turn in.

paragraph should be
about the students
favorite trip.

using harder suffixes as well as with words using bases and roots

with a list of as many


words as you can think
of that correlate with
the ideas discussed on
Tuesday and
Wednesday.

and antonyms

This weeks word study

Double consonant Addition of ies to


on
y ending word
-ing ending word

sitting
chipping
robbing

marries
fairies
varies

Vocabulary for
week

realize
vibration
treasure

stopping libraries coordinat


e
running strawberri monume
es
nt
hitting
flies
vacation
plugging applies
utilize