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Teacher Resources by Grade
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Sort, Hunt, Write: A Weekly Spelling Program
|Grades||3 – 5|
|Lesson Plan Type||Recurring Lesson|
|Estimated Time||Introduction: 30 minutes; thereafter: 20 minutes per session|
Chapel Hill, North Carolina
- Sort their spelling words into categories based on their sound and spelling patterns
- Use a variety of materials to locate other words that have the same spelling patterns they are studying
- Create and revise a text that uses all of their spelling words in context
- Edit texts that other students have written
|1.||Have students take and self-correct their pretests. This can be done several ways. You may choose to administer the tests yourself by gathering students into their developmental groups and reading the words aloud. You may also choose to have students administer the tests to one another. If you choose the second option, it is recommended that you pair up students who have different word lists to avoid students seeing their words before being assessed.
|2.||If students spelled a word correctly, they may choose another word from Column 3 (i.e., the word bank) to replace it. This allows the students' lists to be further individualized while still focusing on the word patterns being studied.
|3.||If students score an 80% or higher they may create their own word list based on the pattern being studied that week. These words may or may not come from the word bank. You should decide how you want students to select their own words, either by providing them with additional words or having them suggest words that fit the week's pattern. Once students have finalized their list, they should give it to you for final approval.
|1.||Students, either alone or in groups, should sort their words into categories. If your students are not familiar with this activity, you may wish to model how it is done first.
|2.||Students will first sort the words according to how they sound. Words with like sounds or patterns should be placed in the same category. For example, students may sort their words based on vowel patterns, such as words that have the short /a/ sound (back, patch, trash) versus words that have the long /a/ sound (cake, mistake, space). Words can be sorted in more than one way using different categories. Depending on the abilities of your students, you may wish to provide the categories or have students determine categories on their own.
|3.||Next, students should identify the spelling patterns that dictated how they sorted their words into each of the categories. For example, words with the short /a/ sound usually end in a consonant versus words with the long /a/ sound usually end with the letter –e.
|4.||Finally, students should write a summary that explains how they sorted their words into the various categories.
|5.||After the word sort is completed, students will begin the word hunt. The word hunt will help students apply generalizations that they just learned through the word sort activity. It also helps students see how the word patterns that they are learning are used in a variety of texts.
During the word hunt, students should search through print materials to locate other words that fit the spelling patterns they are currently studying. Print materials may include dictionaries, thesauri, novels, newspapers, magazines, content area texts, and trade books. Online resources can be used as well, such as The Poetry Zone and Giggle Poetry. These online resources include spelling lists and/or texts that students can read and search for their word patterns.
|6.||Students should make a list of the words they find during the word hunt that fit the patterns they are studying.
|1.||Using their word lists, students will create written texts that use their words in context. If your students are not familiar with this writing activity, you may model the process for them. In addition, you may want to model and discuss what to do if they do not know the definition of a word.
|2.||Texts can be written in any form, such as poems, stories, jokes, riddles, and so on. You may decide to let students choose what type of text they will write, or assign a specific type each week.
|3.||After the texts are written, instruct students to peer edit and revise their texts.
|4.||You may also wish to conference with students about the texts they have written to make sure that the spelling words are used correctly. You may also choose to focus on other aspects of their writing (e.g., grammar, punctuation) if you wish.
|1.||Students should revise their texts based on the peer-edits and teacher conference. You can encourage students to work individually, in pairs, or in small groups to revise their texts.
|2.||Instruct students to underline or highlight the spelling words in their texts so that a partner will be able to identify them when giving the posttest in the next session.
|3.||Students can continue their word hunt from the previous Day 2 to further reinforce the word pattern.
|4.||Students can choose to sort their words again in a different way (if applicable).
|1.||Pair each student with a partner.
|2.||Ask each student to read the text that his or her partner has composed out loud.
|3.||As the text is read out loud, students should pause at the highlighted words and ask their partners to write the spelling words on a sheet of paper.
|4.||The tests can then be checked. If students score below an 80%, they will continue to study the same spelling pattern the following week. Students who score an 80% or higher will study a new spelling pattern the following week.
- Students may choose to do additional activities beyond what is described in this lesson. Education Place provides a list of further activities. These activities may not apply directly to the word patterns your class is studying in a given week; however, many of the activities can be easily modified for any word pattern.
- You may consider having students use the online Word Family Sort during Session 2 if they are focusing on one of the short-vowel word families included in the activity.
Each student will be assessed in the following ways:
- Pretest/posttest spelling scores
- Ability to sort words into categories and write a summary that explains the spelling patterns being studied
- Ability to identify additional words that fit the spelling patterns being studied
- Ability to write and revise a text using the spelling words in context
- Ability to give feedback to another student on his or her written text