The at Lesson Teacher: Sadie Tubbs Grade Level: Kindergarten Materials Required: Elkonin worksheet Pencil Common Core

re Standard: CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of soundletter relationships. Objectives: TWL be able to use sound-letter relationships to spell out at words. (Apply) Assessment: Formal Formative: The student will be given three words with at in it to spell. If they are all spelled correctly they will have mastery. Instructional Procedure: Anticipatory Set: Ask the student what word ends in at. Then give the student examples of words that end in at. -Cat -Hat -Rat State Purpose and Objective of Lesson: Tell the student that today were going to spell words using the ending letters a and t. By using our ears to hear the sounds of certain letters we can spell out words. Modeling: In a separate Elkonin Box worksheet write in the word sat. Show the student how to slowly say s-a-t. Guided Practice: Have the student write in the first word on their Elkonin box worksheet. Then after it is written in say the word slowly to the student. Have the student repeat the word slowly back. Time Allotted: 10 minutes Subject: English

Independent Practice: Have the student fill out the last two boxes independently after the boxes are filled have him or her slowly say the words sound by sound. Differentiation: If the student is struggling with the spelling of the word initially sound it out before it gets written down, have the student focus on the sounds that each letter makes. Closure: Have the student spell out the words verbally. Talk about how letters go with their sounds and we can use those sounds to figure out how to spell words. Explanation of Identified Instructional Strategies: Elkonin Boxes I selected this strategy because these boxes can be used when a student is struggling spelling or with phonics. This helps by focusing on individual syllables or sounds. By focusing on the sounds of each letter it becomes more clear which letter goes next in the word sequence. A barrier to this is when there are words that are not spelled how they sound. In this case the students can become quickly confused.