Lesson Plan 4 (5th Grade Word Study) Grade/level: 5th Grade_______ Content: Word Study I.

SOL Child/Group: Small group_______

5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing j) Use correct spelling of commonly used words *Students are expanding their bank of commonly used words through weekly word study Students will use prior knowledge of letter sounds/features from previous word studies to help them sound out unfamiliar words Students will follow directions given by the teacher Students will use their time efficiently and minimize off-task behavior

II. Objective(s)

III. Materials

Word Study notebooks Word Study sorts (2 copies for each student) Highlighters Scissors Background: The format of word study is the same every week. Ideally, they already know what they are supposed to do when they come into the classroom. In the previous week, students were working with l blends. This week we are working with r blends cr, br, fr, and gr. Intro: First, I will have students glue in a short vowel poster to the back of their notebooks (weve been meaning to do this for the last week). I will also have them set up their word study notebooks for the week. I have a model copy that I can show them as an example. On their next blank page in their notebook, they write This week I am learning: and write the headers for their sorts. I mention to them what a colon means (tells the reader that a list is coming) to activate background knowledge (we talk about this every time). On the next page, they write This is my sort: and glue in a copy of a mini sort. On the next page, they write their header Here are my words sorted: and glue in a sort chart. Sort: Students are instructed to sort without any instructions about how to sort. Most likely, they will sort using the headers, but some of them may not. Either way, I will probe their thinking behind their sort (Tell me why you sorted your words this way). If they sorted their words correctly, we will move on. If they did not sort their words correctly, I will validate however they chose to sort and move them towards the correct sort (What if we sort our words under these headers?). After they have sorted them correctly, probe their thinking again in the same way as before. If they are all correct, I will move on.

IV. Presentation

Lesson Plan 4 (5th Grade Word Study) If they are not, we will go through the words, first focusing on some words sorted correctly and then comparing them with the words that are not sorted correctly to encourage them to discover their mistakes and fix them independently. For example, the student may have brim, brag, and brand all under their br- header, but crab under the gr- header. I would ask the student how he sorted the br- column and then look at the gr- column. I would ask him why he sorted this group this way. I would turn his attention towards the first letters (our br, cr, fr, and gr headers). I would apply additional scaffolding, such as pointing out the wrong one and asking questions specifically about that word (what does this word start with v. what is our header, etc.). Finally, we will highlight the headers. The headers for this week are cr, br, fr, and gr. I will go through the headers as follows: (cr) This says cr as in crab. What does it say? Repeat (br) This says br as in broom. What does it say? Repeat (fr) This says fr as in frog. What does it say? Repeat (gr) This says gr as in grape. What does it say? Repeat Students will highlight as we go along. I will explain that these headers are blends like the ones they worked with last week. I will distinguish between blends and digraphs (which they previously worked with). I will explain that digraphs are two letters that together form a different sound. Blends combine two letters, but you still hear both sounds. Word work: Students will then take turns tapping out words. Tapping out words involves physically tapping their fingers for each phoneme present in the word. For example, the word frog would be tapped out f-r-o-g. Because it is their first day with the words, Ill focus on easier words. Together, well tap out about half of the words, switching between students. Writing: Students will then begin to copy their sorts into their notebooks on the sorting chart they glued in earlier. They will be instructed to work on one column at a time and to have me check the first column before continuing. I will make sure the words are spelled correctly and that their work is neat. They will finish this for homework. V. Assessment Students will successfully verbally sound out familiar sound/spelling patterns present in their new words 90% of the time Students will follow directions with only one reminder 100% of the time Students will complete 100% of their in-class work within our allotted word study time

Lesson Plan 4 (5th Grade Word Study)

VI. Differentiation

Word study is determined by student performance on the previous weeks quiz. If students perform well on the quiz, they will move on to another feature. If students perform poorly, they will work on the same features the following week. Scaffolding (such as probing questions and comparing) is used when needed. It can easily be adjusted based on how the student is doing that day or with that material. The scaffolding is used at a minimum to allow the child to obtain the right answer as independently as possible. Stony Point Elementary uses a responsive classroom method for discipline. Students who call out repeatedly or do not follow directions (three times) during instruction will be asked to Take a Break to regain control of themselves. They can rejoin the group and the teacher will briefly address the behavior when the class transitions to individual work. Students are also able to put themselves in break if they realize that they are not on task. Students are encouraged to come back on their own, but if they have been in break for a long time, the teacher will remind them that they should be there only long enough to regain composure. Students are allowed to sit on balance balls (as long as they sit on their bottoms and are not rolling around too much). This allows their bodies to be engaged trying to balance, which can help with their focus.

VII. Technology

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