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Lesson Two

 

 

Essential Element: Spelling

 

Common Core State Standards

• L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
           L.6.2.b; L.7.2.b; L.8.2.c: Spell correctly
• W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new           approach.
• W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new               approach, focusing on how well purpose and audience have been addressed. (This standard is the same for grades 7 and 8.)

 

 

Rationale:

Skilled readers process print quickly and efficiently. In order to do this, they associate particular letters and letter sequences with certain sounds. Some exceptions do not fit the typical common spelling patterns. Developing a list of commonly misspelled words will give the student a reference that will assist the student in spelling proficiency. (Strickland, Ganske, Monroe, 2002)

 

Materials:

  • Academic Journals

  • Texts

  • Word Lists

 

 

Direct Explanation:

Our spelling words this week are listed on the board. They are all related to our literature story. We are going to add another word that is commonly misspelled. The word this week is ‘principle’. (Share the definition) I will add it to the list on the board and you will add it to your academic journals. For spelling practice today, use the ‘look, say, cover, write, check’ process (Ganske, 2000) and practice this process individually.”

 

 

Model:

The teacher reviews the “look, say, cover, write, check” process – look at the word, say the word, cover the word, write the word, and check to see if you wrote it correctly.

 

 

Guided Practice:

Write the word in your academic journal. Look carefully at it while you say it to recognize the word parts. Cover the word and think about how it looks. Write the word. Then uncover the word to check for correct spelling. Do this with each word on your list.”

 

Application:

Students will use this process and continue to build an academic journal of commonly misspelled words.

 

 

Tier II Additions/Accommodations:

  • Provide the student with a list of the key words in the “look, say, cover, write, check” process

 

Assessment: Shorten the spelling list for tests

 

 

Tier III Modifications:

  • Shorten the spelling word list

 

Assessment: Oral tests

Tier IV Modifications:

  • Shorten the spelling word list

  • Provide extra time to learn words

  • Provide extra practice

  • Daily review – multiple short practice times

 

Assessment: Oral tests – or other electronic methods

 

 

Tier V Modifications:

  • Shorten the spelling word list

  • Utilize functional words that are applicable to daily curriculum

  • Provide extra time to learn words

  • Provide extra practice

  • Daily review – multiple short practice times

 

Assessment: Oral tests – or other electronic methods

 

 

Reference:

Ganske, Kathy (2000) Word Journeys, The Guilford Press

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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