Sample	  Group	  Plans:	  The	  spelling	  plan	  should	  be	  integrated	  with	  the	  overall	  literacy	  plan,	  an...
 	        	           	  	  Within	  Word	  Pattern-­Middle	  Group:	  Learning	  Objectives:	  Long	  Vowel	  Patterns	  ...
Learning	  Objectives:	  R-­influenced	  vowels,	  Ambiguous	  vowels	  and	  Dipthongs,	  	  e-­drop,	  .	  Sequence	  fo...
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Sample Spelling Plans

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Differentiated Group Spelling Plans

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Sample Spelling Plans

  1. 1.  Sample  Group  Plans:  The  spelling  plan  should  be  integrated  with  the  overall  literacy  plan,  and  linked  to  the  Curriculum    Framework.    Introduction  of  Have-­‐a-­‐go  pads  and  spelling  journals  which  can  be  used  and  added  to  during  these  sessions  across  all  groups  is  also  appropriate.  Letter  Name-­Alphabetic  Group:  Learning  Objectives:  Short  Vowels  and  Blends.  Sequence  for  word  study:  1.   Short  Vowels  in  same  word  families  (e.g.  at,  an,  ip,  ig,  op,  ot,  og)  2.   Introduce  blends  and  digraphs  to  short  vowel  same  word  family  sorts  3.   Short  Vowels  in  mixed  word  families  (an,  en,  in,  un)  4.   Blends  and  digraphs  in  short  vowel  mixed  word  families  Daily  Sequence:  Day  1:  Introduce  focus  (ie  short  vowel  families).   Teacher  modeled  picture  and  word  sort  with  explicit  grapho-­‐phonic   emphasis  (point  and  pronounce,  students  to  repeat  pronunciations).   Investigation  of  word  meanings.  Day  2:  Recap.  pronounciations.     Individual  sorts,  cut  and  glue  into  word  study  notebook.   Word  search  in  guided  or  shared  reading  books  (efferent  but  receptive   activity).  Day  3:  Recap.  pronunciations  and  speed  sort.   Write  word  sorts  in  word  study  book  (expressive  activity  –  use  Look-­‐ Cover-­‐Write-­‐Check,  phonemic  segmentation).   Games:  Go  Fish,  Tic  Tac  Toe,  Snap  or  Word  Build.  Day  4:  Recap.  pronunciations  and  speed  sort.   Modeling  use  of  words  within  a  sentence.   Write  words  in  sentences  in  word  study  book.   Games  (if  time):  Go  Fish,  Tic  Tac  Toe,  Snap  or  Word  Build.  Day  5:  Dictate  sentence  to  be  written  in  word  study  book.  (Assessment)   Write  one  strategy  used  to  spell  during  sentence  writing.  (Reflect,   building  metacognition).  
  2. 2.          Within  Word  Pattern-­Middle  Group:  Learning  Objectives:  Long  Vowel  Patterns  (CVCe),  Endings  –k-­ck,  -­ke,  Other  Long  Vowel  Patterns  (CVVC).  Sequence  for  word  study:  1.   Short  Vowels  and  long  vowel  sorts(e.g.  short  a,  long  a,  CVCe  pattern).  2.   Final  k,  ck,  ke  sorts.  3.   Ambiguous  vowels,  CVVC  Patterns  (ai,  ay,  oa,  ui,  ea)  4.   Other  long  vowel  patterns  (igh,  eigh)    Daily  Sequence:  Day  1:  Introduce  sort.   Shared  (teacher/student)  word  sort  emphasizing  pattern.   Investigation  of  word  meanings.   Modeling  of  word  use  within  a  sentence.  Day  2:  Individual  sort  and  pronunciations.   Word  search  in  guided  or  shared  reading  books.   Games:  Go  Fish,  Tic  Tac  Toe,  Memory  or  Word  Build.  Day  3:  Individual  speed  sort  and  pronunciations.   Write  words  in  word  study  book  (Look,  Cover,  Write,  Check,   segmentation,  analogy).   Games  (if  time):  Go  Fish,  Tic  Tac  Toe,  Memory  or  Word  Build.  Day  4:  Individual  speed  sort  and  pronunciations.   Cut  and  glue  into  workbook.     Write  words  in  sentences.   Games  (if  time):  Go  Fish,  Tic  Tac  Toe,  Memory  or  Word  Build.  Day  5:  Dictate  sentence  to  be  written  in  workbook  (Assessment).     Students  to  write  one  spelling  strategy  used/learned  during  the  week.          Within  Word  Pattern-­Late  Group:  
  3. 3. Learning  Objectives:  R-­influenced  vowels,  Ambiguous  vowels  and  Dipthongs,    e-­drop,  .  Sequence  for  word  study:  1.   R  influenced  vowels  (ar,  are,  air,  er,  ere,  eer,  ear  etc)  2.   Dipthongs  &  Ambiguous  Vowels  (oi,  oy,  ou,  ow)    3.   Consonant  Doubling.  4.   E-­‐drop.  Stronger  focus  on  meaning,  leading  in  to  Syllables  and  Affixes  stage.  Daily  Sequence:  Day  1:  Introduce  sort.   Shared  (teacher/student)  word  sort  emphasizing  pattern.   Investigation  of  word  pronunciations  and  meanings.   Modeling  of  word  use  within  a  sentence.  Day  2:  Individual  sort  and  pronunciations.   Word  search  in  guided  or  shared  reading  books.   Games:  Go  Fish,  Tic  Tac  Toe,  Memory  or  Word  Build.  Day  3:  Individual  speed  sort  and  pronunciations.   Write  words  in  word  study  book  (Look,  Cover,  Write,  Check,   syllabification,  phoneme  segmentation,  analogy,  mnemonics).   Games  (if  time):  Go  Fish,  Tic  Tac  Toe,  Memory  or  Word  Build.  Day  4:  Individual  speed  sort  and  pronunciations.   Cut  and  glue  into  workbook.     Write  words  in  sentences.   Games  (if  time):  Go  Fish,  Tic  Tac  Toe,  Memory  or  Word  Build.  Day  5:  Dictate  sentence  to  be  written  in  workbook  (Assessment).     Students  to  write  one  spelling  strategy  used/learned  during  the  week.    

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