OBJECTIVES:
The student should be able to:
• Spell words with the __ (skill of the week: ex. ea vowel team, soft
TIME: none provided
MATERIALS
poem
highlighter tape
Spelling word cards
large pieces of ribbon
letter cards
handout with letters
construction paper
scissors
glue
bowl
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
With each reading story, students are given a list of words with a particular spelling skill. They are required to spell the list of words, as well as others with the same pattern.
ACTIVITY:
Teaching Model: The teacher will read a poem and have students use highlighter tape to highlight words with the spelling skill of the week. The teacher will introduce the spelling words. The teacher will give each student a ribbon. They will hold the ribbon in their hand of choice and hold out their arms in front of them. Students will use large arm motions to spell the words in the air (for example: if the word has the letter “t” , students will start with their arm above their heads and pull straight down, then move from left to right to cross the t)
Guided Practice: The teacher will place students in groups. Each group will receive letter cards. The groups will have 5 minutes to unscramble the word and create a movement to go with that word.
Independent Practice: The teacher will give students a sheet of paper with letters. They will cut out the letters and glue them in the correct order on a sheet of construction paper.
Closure: Each group will choose a spelling word form a bag. They will use their bodies to spell the word. Other students will guess the word
EVALUATION/ASSESSMENT:
Formative: The teacher will monitor students during the guided practice to check that all students formed the word correctly.
Summative: In the independent practice, students will use individual letters to form Spelling words. They will glue these letters on to construction paper. TTW check that all words are spelled correctly.
ART CONTENT/CONCEPTS:
Standard 1: identifying and demonstrating movement elements and skills in performing dance
Standard 2: understanding choreographic principles, processes and structures
Standard 4: applying and demonstrating critical and creative thinking skills in dance
Standard 7: making connections between dance and other disciplines
Art/Dance:
Students will demonstrate nonlocomotor movements when forming alphabet letters at low, middle and high levels.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 1: Demonstrate understanding of phonemic awareness by:
GLE 1a: creating and stating a series of rhyming words, including: consonant blends (ELA-1- E1)
GLE 1b: distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words (ELA-1-E1)
GLE 1d: segmenting single-syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single-syllable real or nonsense words without looking at the word or letters in print (ELA-1-E1)
GLE 1e: adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1)
GLE 2: Demonstrate understanding of phonics by:
GLE 2a: decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long vowels spelled with more than one letter, including silent e (ELA-1-E1)
GLE 2c: identifying and reading words from common word families (ELA-1-E1)
GLE 40: Spell grade-appropriate words, including:
GLE 40a: one-syllable words and selected grade- appropriate two-syllable words with regular spellings for long and short vowel sounds(ELA-3-E5)
GLE 40b: high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why(EL-3-E5)
GLE 42: Spell unfamiliar words using various phonics strategies, including
GLE 42b: sounding out (ELA-3-E5)
GLE 42d: using word walls and word banks (ELA-3-E5)
GLE 1: Demonstrate understanding of phonemic awareness
GLE 2: Demonstrate understanding of phonics
GLE 42: Spell unfamiliar words using various phonics strategies
GLE 40: Spell grade-appropriate words
MODIFICATIONS | ACCOMODATIONS:
High students will be given harder or challenging words while low students will be given words on their level. Tables are also grouped by ability levels to offer peer tutoring.
Letters will be large for visually impaired learners.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
This was very different approach to Spelling for me. I usually introduce the new skill to my students, I have them build the words with letter cards, practice spelling the words in their notebooks and then complete a practice page. I was very surprised that my students did so well. The “soft c” is a hard lesson for first graders, but they all seemed to understand. When asked to work in groups, they worked extremely well together. One group had a little trouble deciding on a movement and making that movement relate to the meaning of the word. Overall, the lesson went well. The class had fun while learning. I also noticed that a few of my students that frequently have behavioral issues were actively involved in the lesson. I definitely think that I will use some of these activities again in future lessons.
REFERENCES:
none provided
GALLERY
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