Unit
Spelling - Adapting
Local Objective
At the completion of this unit, the student will be able to:
Story: Westlandia
Apply different strategies to spell words from different cultures that do not follow standard phonics rules.
Story: Stretching Ourselves
Spell words with prefixes over-, under-, sub-, super-, out-.
Story: Exploding Ants
Spell homophones and understand that many letters and letter combinations make more than one sound.
Story: The Stormi Giovanni Club
Identify and spell suffixes -ible and -able.
Story: The Gymnast
Spell words with negative prefixes il-, in-, im- and ir-.
Objective used to evaluate students
Yes
Objective is A+
No
Assessment Activity
Students will be assessed:
1. Use the Words from Many Cultures Spelling Practice pages 61-64 to show that the student can spell and use words from many cultures in writing.
2. Use the prefixes over-, under-, sub-, super-, out- Spelling Practice pages 65-68 to show that the student can spell and use words with these prefixes in writing.
3. Use the Homophones Spelling Practice pages 69-72 to show that the student can spell and use homophones in writing.
4. Use the Suffixes -ible, -able- Spelling Practice pages 73-76 to show that the student can spell and use these suffixes in writing.
5. Use the Negative Prefixes il-, in-, im- and ir- Spelling Practice pages 77-80 to show that the student can spell and use Negative Prefixes in writing.
The students will take a weekly Post test, including writing dictation sentences, to show that the student is able to use the learned concepts to correctly spell words from the selections.
The students will take an end-of-unit 4 Benchmark test to show that the student is able to use the learned concepts to correctly spell words from the selections.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| negative prefixes il-, in-, im- and ir-. | SR |
| suffixes -ible and -able | SR |
| homophones | SR |
| prefixes over-,under-,sub-,super-,out- | SR |
| multi-cultural words | SR |
| multi-cultural words | CR |
| prefixes over-, under-, sub-, super-, out- | CR |
| homophones | CR |
| suffixes -ible and -able | CR |
| negative prefixes il-, in-, im- and ir-. | CR |
| All weekly concepts | SR |
Learning Activity
1. Words from Many Cultures (
Westlandia )
- Students will complete weekly Spelling Practice Book pages 61-62.
- Students will take a pretest over the weekly word list.
- Students will work in pairs to research the spelling words on the computer and then use them in a sentence.
- During independent practice, students will apply learned concepts in spelling while completing Spelling Practice Book pages 63-64.
2. Words with prefixes over-, under-, sub-, super-, out-. (Stretching Ourselves )
- Students will complete weekly Spelling Practice Book pages 65-66.
- Students will take a pretest over the weekly word list.
- Students will use personal dry erase boards to practice making words using the learned prefixes.
- During independent practice, students will apply learned concepts in spelling while completing Spelling Practice Book pages 67-68.
3. Words with homophones. (Exploding Ants )
- Students will complete weekly Spelling Practice Book pages 69-70.
- Students will take a pretest over the weekly word list.
- Students will work in pairs to write the words onto cards and then play a memory game style matching game to pair up the homophones.
- During independent practice, students will apply learned concepts in spelling while completing Spelling Practice Book pages 71-72.
4. Words with suffixes -ible and -able. ( The Stormi Giovanni Club )
- Students will complete weekly Spelling Practice Book pages 73-74.
- Students will take a pretest over the weekly word list.
- Students will work in pairs to make a poster advertising an item, event, movie or book. They need to use at least 7 of the spelling list words.
- During independent practice, students will apply learned concepts in spelling while completing Spelling Practice Book pages 75-76.
5. Words with negative prefixes il-, in-, im- and ir-. ( The Gymnast )
- Students will complete weekly Spelling Practice Book pages 77-78 .
- Students will take a pretest over the weekly word list.
- Students will work in pairs and take turns saying the base word of each word and the partner responds by adding the suffix and then spelling the word.
- During independent practice, students will apply learned concepts in spelling while completing Spelling Practice Book pages 79-80.
Instructional Method
During Instruction the teacher will:
1. Words from Many Cultures:
- Use prepared lesson materials to teach/model spelling and using words from Many Cultures.
- Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 61 and 62.
- Guide and assist students, when needed, as they complete the research/computer activity.
- Observe and assist students that are having difficulties during independent assignments.
2. Words with Prefixes over-, under-, sub-, super-, out-:
- Use prepared lesson materials to introduce, teach/model spelling and using Prefixes over-, under-, sub-, super-, out-.
- Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 65 and 66.
- Guide and assist students, when needed, as they practice making words on the dry erase boards.
- Observe and assist students that are having difficulties during independent assignments.
3. Homophones:
- Use prepared lesson materials to introduce, teach/model how to spell and use homophones.
- Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 69 and 70.
- Guide and assist students, when needed, as they participate in the memory game activity.
- Observe and assist students that are having difficulties during independent assignments.
4. Suffixes -ible, -able:
- Use prepared lesson materials to introduce, teach/model how to spell and use words that have suffixes -ible and -able.
- Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 73 and 74.
- Guide and assist students, when needed, as they work on their advertising poster.
- Observe and assist students that are having difficulties during independent assignments.
5. Negative Prefixes il-, in-, im- and ir-:
- Use prepared lesson materials to introduce, teach/model spelling and using words with the Negative Prefixes il-, in-, im- and ir-.
- Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 77 and 78.
- Guide and assist students, when needed, as they practice spelling their words in pairs.
- Observe and assist students that are having difficulties during independent assignments.
Content Standards
CA 1, CA 4
Process Standards
1.4, 1.5, 1.6, 1.8, 2.2, 2.3
Resources
- Scott Foresman Reading Street Series
- www.PearsonSuccessNet.com
- SMART Board
- Dry erase boards and markers
- Poster Board
- Blank paper cards
- Spelling Practice Books
Correction Exercise
Students will write the spelling words 5 times each.
Enrichment Exercise
Students will work in centers and cooperative groups activities weekly for each learned concept.
Students will work in pairs to practice their spelling words.
Special Needs
Special needs will be addressed during small group instruction and in one-on-one meetings with teacher. Special needs will be addressed by pairing students with a "Buddy" partner.
GLEs v2.0 and CLEs
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| CA/W/2/E/5/d. | Communication Arts | Writing | Compose well-developed text | Conventions | 5th Grade | In written text, use correct spelling of simple compunds, homophones, contractions and words with affixes |
| CA/W/2/E/5/e. | Communication Arts | Writing | Compose well-developed text | Conventions | 5th Grade | In written text, use standard spelling and classroom resources, including dictionary, to edit for correct spelling |
| CA/W/2/E/5/f. | Communication Arts | Writing | Compose well-developed text | Conventions | 5th Grade | In written text, write legibly |
| CA/R/1/C/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Phonics | 5th Grade | Apply decoding strategies to "problem-solve" unknown words when reading when needed |
| CA/R/1/E/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using roots and affixes |
| CA/R/1/E/5/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using context clues |
| CA/R/1/E/5/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using glossary and dictionary |
Objective Notes/Essential Questions
| Date | Note/Question |
| 7/21/2010 8:45:18 PM | Instructional methods, learning activities and assessments are repeated with occasional variations.
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