Spelling- Meeting Challenges

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

Story: Frindle
Identify and spell short vowel words using the VCCV and VCV syllable patterns.

Story: Thunder Rose
Identify and spell long vowel words with the VCV syllable pattern.

Story: Island of the Blue Dolphins
Recognize and use dual vowels (long digraphs), which make long vowel sounds, to spell words correctly.

Story: Satchel Paige
Use structural cues to correctly spell words that end with -ed and -ing.

Story: Shutting Out the Sky
Separate, use, and spell contractions correctly.

Yes

1. Using the Short Vowel VCCV, VCV spelling Practice pages 1-4 to show the student can identify and spell short vowel words using the VCCV and VCV syllable patterns.
2. Using the Long Vowel VCV spelling practice pages 5-8 to show the student can identify and spell long vowel words using the VCV syllable pattern.
3. Using the Long Vowel Diagraphs spelling practice pages 9-12 to show the student can recognize and use dual vowels (long diagraphs), which make long vowel sounds, to spell words correctly.
4. Using the Adding -ed, -ing spelling practice pages 13-16 to show the student can use structural cues to correctly spell words that end with -ed and -ing.
5. Using the Contractions spelling practice pages 17-20 to show the student can separate, use and spell contractions correctly.
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. Short Vowel VCCV, VCV Patterns (Frindle)
   
   • Students will work in pairs to divide given words, representing the correct syllabic pattern.
   • Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 1 and 2. 
   • Using weekly concepts, during whole group instruction, students will sort and categorize the weekly words, by short vowel patterns, on the SMART Board.
   • During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 3 and 4.
2. Long VCV Pattern (Thunder Rose)
• Students will work in pairs to divide given words, representing the correct syllabic pattern.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 5 and 6. 
• Using weekly concepts, during whole group instruction, students will sort and categorize the weekly words, by  patterns, on the SMART Board.
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 7 and 8.
3. Long Vowel Diagraphs (Island of the Blue Dolphins)
• Students will work in pairs to create a list of words that contain Long Vowel Diagraphs.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 9 and 10. 
• Using weekly concepts, during whole group instruction, students will sort and categorize the weekly words, by Long Vowel Diagraph patterns, on the SMART Board.
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 11 and 12.
4. Adding Suffixes -ed and -ing (Satchel Paige)
• Students will be given a list of twenty words, working in pairs, they will use the rules of phonics to add suffixes -ed and -ing to each base word.
• Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 13 and 14. 
• Using weekly concepts, during whole group instruction, students will sort and categorize the weekly words, into groups that require changes when adding suffixes and those that do not require changes, on the SMART Board.
• During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 15 and 16.
5. Contractions (Shutting Out the Sky)
   
   • Students will work in cooperative groups of 3 or 4, to play a Contraction Memory game.  Students will take turns matching a word card with its corresponding contraction card.
   • Using weekly concepts, during guided practice, students will complete weekly Spelling Practice Book pages 17 and 18. 
   • Using weekly concepts, during whole group instruction, students will practice spelling Contractions by reading two words, figuring out which letters need to be replaced with an apostrophe, and then writing the new Contraction, on the SMART Board.
   • During independent practice, students will apply learned concepts in Spelling while completing weekly Spelling Practice Book pages 19 and 20.

During Instruction the teacher will:

1. Short Vowel VCCV, VCV Patterns

• Use prepared lesson materials to teach/model identifying and spelling words with Short Vowel VCCV and VCV Patterns.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 1 and 2. 
• Guide and assist students, when needed, as they participate in the Short Vowel Word-Sort activity.
• Observe and assist students that are having difficulties during independent assignments.

2. Long VCV Pattern

• Use prepared lesson materials to introduce, teach/model identifying and spelling words with Long Vowel VCV Patterns.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 5 and 6. 
• Guide and assist students, when needed, as they participate in the Long Vowel Word-Sort activity.
• Observe and assist students that are having difficulties during independent assignments.

3. Long Vowel Diagraphs

• Use prepared lesson materials to introduce, teach/model how to recognize, spell and use words with Long Vowel Diagraphs.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 9 and 10. 
• Guide and assist students, when needed, as they participate in the Long Vowel Diagraph Word-Sort activity.
• Observe and assist students that are having difficulties during independent assignments.

4. Adding Suffixes -ed and -ing

• Use prepared lesson materials to introduce, teach/model the use of structural cues when adding Suffixes -ed and -ing to base words.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 13 and 14. 
• Guide and assist students, when needed, as they sort words into groups that require base word changes while adding the suffixes -ed and -ing, and those that do not.
• Observe and assist students that are having difficulties during independent assignments.

5. Contractions

• Use prepared lesson materials to introduce, teach/model separating, spelling, and using Contractions.
• Assist the students, during guided practice, using the SmartBoard to complete weekly Spelling Practice Book pages 17 and 18. 
• Guide and assist students, when needed, as they combine two words, deleting letters and adding an apostrophe, to spell a Contraction.
• Observe and assist students that are having difficulties during independent assignments.

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

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. 

Address special needs during small group instruction.
Teacher/student one-on-one meetings.
Pair the student with a "Buddy" partner.