Identification of Student Prerequisite Skills Needed for Lesson: (4 minutes) a. The teacher begins the lesson by asking her students to think about strategies that they use to read and spell bigger words. The students are prompted to write one of these strategies on a sticky note and to compare strategies with their pod. B. After reviewing strategies as a class, the teacher writes the following objective on the board: I. Given a set of letter cards, and verbal directions from the teacher, students will spell and write down multicultural words for their weekly spelling list. C.
Before easing out materials, the teacher engages the class in a discussion to focuses the on the term multicultural, and especially the pre-flex “multi”. 2. Presentation of New Information or Modeling: (7 minutes) a. Parent volunteers help pass out “letter cards” to each student, and all students are prompted to keep letter cards in the envelope until the activity begins. B. The teacher tells the students about the contents of the envelope and its purpose. Next, the teacher asks the students to open their envelopes. C. As a modeling exercise, the teacher reads the following directions: I.
As a class, we will now spell the word “ate” using three letters from our envelope. ” d. She models how she would arrange the letters in the correct order (a-t-e) underneath the document camera for all students to see. She has the students do the same, as she roams the room to informally check their understanding of directions. She prompts those who finish early to attempt to construct other words using the same three letters. (tea, eat, tee, etc. ) 3. Guided Practice: (II- 15 minutes) *As students finish up the modeling exercise, the teacher gains student attention by lapping three times.
She prompts students to open their spelling notebook and then she gives her first direction for guided practice: “Students, our first multicultural word that we are going to construct is a five letter, two syllable word: “pizza”. Before you arrange your letters please attempt to spell “pizza” in your spelling notebook. Once you have it written down in your spelling Journal, please construct the word using your letter cards. When you have finished, please put your pencil down, and your thumb up. Remember to keep your answer a secret from your neighbors… We will veal our answers at the same time. After all students finish, a volunteer arranges the given word are prompted to correct the word in their spelling notebook. As more words are introduced, the parent volunteers line up the completed words on the chalkboard ledge. Students are prompted to discuss patterns among their new spelling words (prefix, suffix, vowel combinations, etc. ). After all words are shown on the chalkboard ledge, the class discusses these patterns. This is repeated in the culminating activity, as well. *Lastly, students check their answer with a neighbor to ensure proper understanding. The teacher roams the room, checking for student understanding. -The same directions are repeated for the following words: lastly, general, mostly, optional, directly, moral, and anticipation. 4. Independent Student Practice: When students finish their guided practice work, they are prompted to pair up, grab a computer, and log in to their accounts on specializing. Com *After logging in, students are prompted to take turns typing their new spelling words into a new list. This list should be saved as “making words list” on their account.
When finished with the list entry, students are prompted to play a game or activity related to their list. Examples of games and activities include: 1 . Test Me (orally given by computer generated voice) 2. Hang Mouse (similar to Hang Man, but with words from the new list) 5. Culminating or Closing Procedure/Activity/Event: After comparing/reviewing spelling patterns among their new words, students are prompted to write down two challenge words to add to their list at a later time. These words must be at least three syllables and 8-12 letters long. Pedagogical
Strategy (or Strategies): – direct instruction – modeling of desired behavior – partner work (checking for partner’s correct spelling) Differentiated Instruction: Gifted/accelerated learners: *These students are given a separate (and more challenging) list of words. They can also help check the work of the other students at their pod. Student Assessment/ Rubrics: *informal assessment performed by teacher during guided practice *results from “Test Me” and other games/activities are sent to the teacher’s specializing. Com account and this data is used to modify instruction.