Name___________________________________

Level_________________________________

Student Grade

The student assessed for the word knowledge assessment was a fourth grade boy in the below-grade-level reading
group, who will be referred to by the pseudonym, Brandon, for the purposes of this assignment. Brandon is in the late
Within Word Pattern spelling stage. He was assessed using the Words Their Way Primary Spelling Inventory and
Elementary Spelling Inventory spelling words because of both his scores, and his age. On both tests, he demonstrated
errors in the same features of the Within Word Pattern spelling stage.
Brandon spells his short vowel words, digraphs, blends, and long vowel words correctly. However, he uses but
confuses his ambiguous/other vowels in words such as the oi in spoiled, the er in serving, the ar in carries, and the or in
fortunate. Because the significant spelling errors began when spelling those R-controlled vowels, his instruction will begin
Objectives for week
1. Students will explore how the sounds of words that have R-controlled vowels change when the vowel, a, is followed by the
letter r.
2. Students will sort the words according to the sound the a makes relevant to where the letter r is in the word.
3. Students will spell the words in the sort correctly.
SOLs for week
4.4Students will expand vocabulary when reading
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
Monday
Class time: I (the
teacher) will introduce
the sort by reading
each word and having
the students say it back
(call and response). As
we go, I will clarify any
meanings of words as it
seems relevant
(example: star will

Tuesday
Classwork: With the
partner given via the
popsicle sticks (sticks
with students names
on them drawn in pairs
randomly), students will
play hangman using
their words. They will
use a whiteboard and
dry erase marker. The

Wednesday
Classwork:
Independently, students
will write sentences for
12 of their words
leaving blanks where
the word goes in the
sentence. I will remind
students to put some
context clues in their
sentences so their

Thursday
Classwork: With the
partner given on
Tuesday, one student
will pull one word out of
their bag at a time
without letting their
partner see. They will
give a definition of the
word in their own
words, and their partner

Friday
Class time: With a new
partner of choice,
students will trade word
study notebooks and
ask their partner to
spell the 5 difficult
spelling words that they
wrote for homework on
Monday. Then students
will take their spelling

not need clarification

but pair and pear
may need it). Next, I will
ask students if they
have figured out how to
sort the words, and we
will discuss the patterns
students have noticed.
Then, as a class we will
try to sort according to
3 different students
ideas and discover what
is not working (unless a
student is correct) and
agree on what the sort
is based on (sounds).
Finally, we will choose
words as headers for
our sort and sort the
words and write them in
our word study
notebooks.
Homework: Pick the 5
most difficult spelling
words (for you). Write
the word, the definition
(look up in dictionary
but use your own
words), and draw a
small picture that helps
you remember what it
means in your word
study notebook. Then,
sort your words and
check (will do every

partner with the most

pets will go first.
Homework: Write 10
tongue twisters using
your spelling words in
your word study
notebook. Underline the
spelling word. Example:
Timmy tiger took ten
televisions. Then, sort
your words and check.

partner can guess

correctly (for
homework). Example:
Julia does not ________
her toys with her sister
because she wants
them all to herself.
Homework: Take your
partners word study
notebook home and fill
in the blanks for the
sentences they wrote in
class. Example answer:
share. Then, sort your
words and check.

will guess the word.

Then their partner will
go next and do the
same. The partner
wearing the most
buttons will go first.
Homework: Sort your
words and check. Then,
do a practice spelling
test at home with an
adult in your word study
notebook.

test.
Homework: Celebrate
by telling an adult how
well you did on your
spelling test using a
spelling word.

day).

car
care
dark
rare
scare
tear

swear
star
bear
air
far
dare

bark
share
arm
start
card
chair

pair
jar

bare
park

pear
wear