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The teacher will read the poem aloud to the students. Then the teacher will ask students to
see if they can find any words that fit into the word sort, based on the spelling patterns we
went over with their word sort words.
GROUP 2
Introduction:
The lesson will begin with the teacher reading the words from the word sort out loud to the
students as the students repeat the words back to the teacher.
After we have read all of the words the teacher will lay the words out on the table in front of
the students.
So is there anything you notice about all of these words?
This sort is a little bit trickier than what group 1 was doing. In this case students will need to
recognize that some words need to have their consonants doubled before they at the ending
-ed, while other words just need to add an ed. Once students have recognized this we will
begin the word sort.
Body:
Once we have decided what the sort is supposed to be (double + -ed and + -ed) each student
in the group will be given a pile of words from this sort. They will have to decide which
group the words go in.
This is to help the students to really understand what they should be looking for in their word
sorts for when they are working on their homework that night.
Closing:
5. Assessment:
The assessment for this lesson will be the students homework. Each night they have word study
homework. They must do the word sort, as we did in class, write down the words under the
correct column, and then they must pick an activity to do that will help them to remember the
spelling patterns. They have a choice of 6 different activities but they must choose one. This
homework will give me some information about who grasped the concept of the vowel spelling
pattern and who did not. I will also do an assessment during the word sort as a group to see who
is grasping the concept and who may need some more work with these particular sorts.
6. Management Issues, Transitions, and Differentiation:
For this particular group of students, they are grouped based on where they are in their spelling
inventory stages. This has been done by their teacher already and that is why there are two
different sorts. Each group of students has the same word sorts based on where they are in the
progression of their spelling. I do not see any management issues arising in this particular lesson.
The small group instruction should be something that is fairly east to maintain. The only issue I
foresee is the transition from one word study group to the next.
Post-Observation Reflection
Teacher: Nicole Steich
If I had the opportunity to do this lesson again I think don't necessarily would have really
changed anything. I think that while I was teaching the lesson the students understood what I was
trying to teach them. They also got a good understanding of what they were supposed to be doing
for homework that night. I think that something I may have done as a follow up would be to go
over the sorts again with students who struggled or didn't do as well on their homework.