Spelling-
Inventors and Artists

At the completion of this unit, the student will be able to:

Story: Wings for the King
Spell and use words with Schwa in writing.

Story: Leonardo's Horse
Spell and use compound words in writing.

Story: The Dinosaurs of Waterhouse Hawkins
Spell and use words with consonant sounds /j/, /ks/, /sk/, and /s/ in writing.

Story: Mahalia Jackson
Spell and use words with two consonants that stand for one sound in writing.

Story: Special Effects in Film and Television
Spell and use words with prefixes un-, de-, and dis- in writing.

Yes

Students will be assessed:

 

1. Using the Schwa spelling Practice pages 41-44 to show the student can spell and use Schwa words in writing.
2. Using the Compound Word spelling practice pages 45-48 to show the student can spell and use compound words in writing.
3. Using the Consonant Sounds spelling practice pages 49-52 to show the student can spell and use words containing the /j/, /ks/, /sk/, and /s/ consonant sounds in writing.
4. Using the Consonant spelling practice pages 53-56 to show the student can spell and use words containing two consonants that represent one sound in writing.
5. Using the Prefix spelling practice pages 57-60 to show the student can spell and use words with prefixes un-, de-, and dis- in writing.
6. Using a Spelling Posttest with Dictation sentences, to show that the student is able to use the learned concepts to correctly spell words from the selections.

80%

1.  Words with Schwa (Wings for the King)

• Working in pairs, the students will use dictionaries to look look up the list of words and circle the vowels in the words that are represented by the schwa symbol in the pronunciation key.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 41 and 42. 
• Using weekly concepts, during whole group instruction, students will scramble ten list words, exchange them with a partner and have the partner unscramble the words.  This will help the students see that the normal pronunciation of these words will not help them to correctly spell them.  The students will then practice changing the schwa sound in their heads, breaking the words up (ex. pajamas...pa-jam-ahs).
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 43 and 44.

2.  Compound Words (Leonardo's Horse)

• Students will work in pairs to form as many compound words as they can with given word cards.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 45 and 46.
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 47 and 48.

3.  Consonant Sounds (The Dinosaurs of Waterhouse Hawkins)

• Students will work in pairs to group the list words by their consonant sounds /j/, /ks/, /sk/, and /s/.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 49 and 50. 
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 51 and 52.

4. Two Consonants/One sound (Mahalia Jackson)

• Students will write as many words, that contain two consonants that represents one sound, as they can in two minutes.  Then, they will share and discuss them with the class.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 53 and 54. 
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 55 and 56.

5.   Prefixes (Special Effects in Film and Television)

• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 57 and 58. 
• Using weekly concepts, during whole group instruction, students will practice dividing list words into prefixes and base words, on the SMART Board.  Then, they will discuss how the prefix changes the word.
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 59 and 60.

 

During Instruction the teacher will:

1. Words with Schwa

• Use prepared lesson materials to teach/model spelling and using words with Schwa.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 41 and 42. 
• Guide and assist students, when needed, as they complete the dictionary activity.
• Observe and assist students that are having difficulties during independent assignments.

2. Compound Words

• Use prepared lesson materials to introduce, teach/model spelling and using Compound Words.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 45 and 46. 
• Guide and assist students, when needed, as they participate in the Compound Word activity.
• Observe and assist students that are having difficulties during independent assignments.

3. Consonant Sounds

• Use prepared lesson materials to introduce, teach/model how to spell and use words with /j/, /ks/, /sk/, and /s/ Consonant Sounds..
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 49 and 50. 
• Guide and assist students, when needed, as they participate in the word grouping activity.
• Observe and assist students that are having difficulties during independent assignments.

4. Two Consonants/One Sound

• Use prepared lesson materials to introduce, teach/model how to spell and use words that have to consonants that represent one sound.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 53 and 54. .
• Observe and assist students that are having difficulties during independent assignments.

5. Prefixes

• Use prepared lesson materials to introduce, teach/model spelling and using words with the prefixes un-, de-, and dis-.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 57 and 58. 
• Guide and assist students, when needed, as they break down the words into prefixes and base words.
• Observe and assist students that are having difficulties during independent assignments.

Scott Foresman Reading Street, www.PearsonSuccessNet.com, SMART Board, Teacher-made Activity Cards

The students will participate in spelling games and spelling bee contests.
Use centers and cooperative group activities during weekly small group time.
Each week, the students will use Dictionary.com to look up each word, find the pronunciation, definition, and two synonyms.

Teacher/student one-on-one meetings.
Pair the student with a "Buddy" partner.