Name: Amanda Obs.

#: 2
Kaercher
Subject Area:​ ELA, Date: ​ 9/26/19 ​
Word Study
Time Duration: 20-30 Grade: 4
mins
Lesson Title: Buddy Sort

Unit: 1, Lesson 3

Content Standard Alignment: ​(Please also CODE and the description of the standard)

CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.L.4.2.D
Spell grade-appropriate ​words correctly, consulting references as needed.

Lesson Objectives/Instructional Outcomes: ​ ​(Statements of student learning​, not student activity​ -

must include the specific ​Learning Target​ for this lesson)

Students will be able to sort “I” words based on their spelling patterns.
Students will be able to come up with an “I” word that follows one of the spelling patterns
and successfully identify that spelling pattern.
Students will be able to understand the importance of spelling patterns.

Instructional Materials/Resources: ​(Please include teacher materials and student materials. If you
are using a book, include the title; if you are using a video/video clip, include the link and/or title)
Dictionary
Books
Word List
Cut up words
LA Notebook
Methods and Instructional Strategies
Anticipated Student Misconceptions: ​(Discuss with CT)​
Not knowing where to put “build”/other oddball words.
Pronouncing the words wrong.
Writing the wrong pattern on their notebook.
Misspelling words.
Concept Prerequisites:​ ​(​What do students need to understand/know prior to this lesson)
How to pronounce the words correctly.
How to use a dictionary as a resource.
Long and short “I” sounds.
“I” spelling patterns.

Introduction-
Anticipatory Set:
(May include a
“Hook”) What will
you share with your
students about what
they will be learning?
After your “hook”,
state your target for
your lesson.
I’m going to say a word, when you know what it is, do it.
“s” “eh” “g” “h”.
First, pronounce fast and then slow.
Could you understand me?
My word was "sigh".
Why didn't you know to “sigh”?
Why was that so difficult?
Does anyone know what I was doing?
● pronouncing every letter
● ignoring the spelling pattern we learned
Why is it so important to know and recognize these spelling patterns?
● We need to understand when different letters are put together it
makes a different sound. So we need to learn spelling patterns and
the sounds they make to pronounce those words correctly.

Instructional One person will start as the “sorter” and the other will be the “checker”.
Activities:
It is recommended that I’m going to show you how this is going to go.
you write what you will
do ​step-by-step​ or as a The “sorters” will create the columns on the Elmo here: inch, remind,
numbered or bulleted fright, crime, and oddball/build.
list,​ at least for your
first few lessons. They will then sort all the rest of the words according to their spelling
patterns, we did this yesterday.
● we should not be using our notebook for help if we are the sorter

For example, I’m the sorter

I’m going to do the word decide
● where should I put it
● take a minute to think about it
● say
● do
● does it have just “I”, does it have “igh”. or does it
have “I blank E”
● I blank E
Do that for all the cards.
 Then your partner the “checkers” are going to use their notebook and check
going column by column.

Ok, now I’m the “checker”.

So all the words “crime” column should be the same color in your
notebook.
● let’s check
● "crime" and "decide" are both in red
● and both have “i constant e”
● yup good to go!

Do that for the rest of the words and columns.

Remember L”eh”ve and L”i”ve, w”eh”nd and w”i”nd can be in two

categories based on how you say it.

So if they have it in either of the two columns or sideways like we've been
doing that work count it right.

What do you think we should do if it’s not in the right column.

● Tell them kindly it’s not the right column, pronounce the word for
them again, help them figure it out, and have them guess again
until they get it right.
● Recheck the column

Once you do this, switch roles.

*Key Questions: What is the spelling pattern this week?

(​How will you stretch
their thinking?) How is Why are spelling patterns important?
critical thinking a part
of your questioning?
*These may be
included in the above
section.
Wrap Up- When you are both done, both people have been the checker and the
Synthesis/Closure: sorter.
(What will you briefly
do to “end” the lesson, I want you to individually think of a word that follows one of the
to inform your spelling patterns for “i”
subsequent instruction, ● The word can not be on our list (show the list)
correct any possible
misunderstandings,
and/or tie up any loose
ends. A list of ideas Then write it on a sticky note, circle or color code the pattern as we
will be provided). did in our notebooks (show).
Allow your students to ● Do an example, “bill” this is the spelling pattern “I” and it
also share what they makes the “eh” sound so it is a short “I”
have learned.​ ​**This ● color in the “I” orange like in our notebooks(show).
is very important in
assessing the If you can’t think of a word what could you do?
effectiveness of your
lesson.
What are some strategies we tried before?
● Word Hunt
● Look for one in the dictionary, remember how to check if its
long “i” or short “i”?
● uses a “u” for short and a “line” for long

When you are done stick it on your number (point).

This should take around 15 minutes

If you have extra time what should you do?

● M&M’s.

You will be working with your diagonal partner.

When I say, you and your diagonal partner can move around the room to do
this assignment.

Row on my left hold up hands. You will start as my sorter.

Row on my right hold up your hands you will start as my checkers.

Transition(s): ​(How will you move the students from this lesson to the next? Prepare them for the
transition with time left for independent practice (i.e. 5 minute warning) or other established routine.
Ms. Urban will be taking over after Word Study, she will decide if there is enough time to do
number corner or if they will just continue doing m&m’s.

Differentiation According to Student Needs:​ (​ Be certain to consider struggling students, as well as

students who catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning
for all)

Students will be allowed dictionaries for individual help.

Students will be working with another student asking for help or giving help when needed.
Assessment (Formative and Summative): ​ ​(This is not necessarily some type of formal
assessment, but how do you plan to check for student understanding? Exit slips, Turn & Talk,
Thumbs Up/Thumbs Down, making rounds around the room are all examples, or consider
creating a quick quiz using Plickers, Kahoot, or Socrative. In addition, ​how will you
document your findings?)​

Walking around during partner work checking if they are placing words in the correct
column.
Doing the exit ticket/sticky note word.

Summative assessments are done on Thursday. Students write sentences using the practiced
words, making sure spelling and usage are correct.

Personal reflection on the lesson: ​Complete after you teach the lesson. Place in binder
or ​GREEN​ folder for my review the next time I visit your classroom​.
(Be thinking about questions you will ask yourself after you teach the lesson. There is no need
to type out your reflection – you are welcome to simply write your reflections at the bottom of
your lesson plan)