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Word Study Weekly Lesson Plan

Name: Cody Polk – Student: Logan

Student Grade Level: 3 rd Grade

This lesson plan is for a word study group based on the assessment of the child below and for other students with this similar stage in development

After a spelling inventory, the students were found to be in late within word and early syllables and affixes stages. The students show great strength in common long vowels and other vowels, but need improvement in inflected endings. Before moving on entirely to the early syllables and affixes stage, more time will be spent on inflected endings. The word study lesson shown will place emphasis on these endings in order to refine this skill, namely “ing” words. The student will focus on words that drop e and add –ing, as well as those that

Objectives for week—This week’s objectives will be to give students additional practice with words ending in –ing. The two categories of focus include words with doubling consonants (for instance jogging) and words that drop the e when adding –ing (for instance, coming). They will be reading, sorting, and spelling words with inflectional endings. Students will also be practicing using them in the context of a sentence to help understand meaning. At the end of the week students should be able to see other words with the same patterns and be able to tell me why they ad the –ing.

SOLs for week—

Metacognition and Monitoring

3.4 The student will expand vocabulary when reading.

d) Use context to clarify meaning of unfamiliar words.


3.1 The student will use effective communication skills in group activities.

a) Listen attentively by making eye contact, acing the speaker, asking questions, and summarizing what is said.

b) Ask and respond to questions from teachers and other group members.

Voracious Reading & Listening & Speaking

3.4 The student will expand vocabulary when reading.

e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.

f) Use vocabulary from other content areas.

Sentence Fluency

3.9 The student will write for a variety of purposes.

e) Use strategies for organization of information and elaboration according to the type of writing.

f) Include details that elaborate the main idea.

g) Revise writing for clarity of content using specific vocabulary and information.






Introduce words to students.

Begin word study with a speed sort as students read aloud individually. This will also be an indicator of last

nights practice.

Students will first turn in their sentences from homework. This will be used as an assessment of progress and

Students will break into groups of two upon arriving.

They will read each student group member’s story 3 times to one another acting out roles in

A word/spelling quiz will be given i order to assess student’s knowledg of the words.

First, the students will be read each word in the form of

First, we will go over the meaning of each word as a group.

Next, students will be tasked with sorting the words into similar categories as a whole group (double consonant and dropping e)

Students will be asked to choose 2 words, 1 from each category.

They will then be asked to write 2 sentences, each one


We will then have group writing time. I will take one word from the list and write a sentence on the white board.

the context of the story.

After reading, the students have time to practice what they will act out in

traditional spellin test.

Words will be read multiple times if needed and used in



sentence if

We will then discuss similarities and commonalities between the words and why the –ing is added to the end.

using one of the words they chose.

Then I will pass out laminated cutout

their script/story in front of the class.


After the spelling

Students will then share their sentences with the class. They will not be judged

copies of each word so that each student has an even number of words. For instance 2 words per student.

Then, each student will come up to the board and write a sentence under mine using one of their

They will have an opportunity to use props from around the room as well.

portion of the test is finished, I will uncover 4 hidden words on the white

After discussion, the students will break into groups of 2 to cut and sort the words together based on what we discussed. They will be required to read aloud as they sort.

on correct spelling, as we will go over each sentence structure and discuss other ways we could form the sentence.

Every student’s script will be acted



The students will b asked to write 4 sentences using one word per sentence.

For 2 bonus points,

the students can list 2 other words they know with the –ing ending from either category.

The scripts will be turned in before the students leave class.

After the script activity, we will go over a few new

We will discuss what the –ing means

words in order to make a story.

Each student will leave with a list of words cut and placed in a

in a sentence and its importance.

Each student will have a chance to

words with the –ing ending using group discussion to facilitate examples.

This is primarily for sentence writing

make a sentence in the story until we

Students will turn i their quiz.

sandwich bag.

practice for later days as well as understanding proper usage.

run out of words or time.

These will examples will come from both

Homework: None given over the weekend.

Homework: Students will be asked to sort the words 2-3 times at home in order to practice the commonalities and become more familiar with the words for later in the week.

The point is to create a silly/entertaining story while using the words properly and practicing them in context.

the e drop category and the double consonant category.

Homework: Each student will be required to write a sentence for each word on their word list, they should have 2 finished already with examples from class to go on as well.

Homework: Students should study words for both meaning and spelling for


Each student should have a unique way to contribute to the story using their words.

the quiz the following day.


Homework: Students will make a mini story of their own using 3 words from each category (drop e and double consonant). This story will be in the form of a script. There will be no length requirement, as long as each word is used within the context of a spoken sentence. The story will consist of 2 characters.



Drop E + ING






















Example of a student sentence from day 2: I was planning to play video games after school today.

Example of a student story from day 3: I was skipping home from school today after winning the baseball game. After snapping my fingers I saw my mom making cookies.

Example of a student 2 line script:

Bob: Were you using my toothbrush yesterday to clean?

Billy: No! I couldn’t because I was changing before practice!

Bob: You made me upset because I thought you did, I started sobbing.

Billy: Don’t be upset! Our baseball team is winning this year!

The sentences are meant to be silly because of the words not all relating with the overall goal being practicing sentence structure. These examples are typically what I would be looking for in the student’s work. They will be able to use sheets of notebook paper for these activities as no worksheet will be provided. I wish to give students the freedom to use their own supplies and create their own sentences without the guideline of a typical worksheet in order to generate creativity. The test will be administered in the same way using a blank sheet of notebook paper as I call out words. The student generated sentences will be at the bottom of the spelling test or one the back of the paper along with the bonus question. Each student will have a 3 ring folder that they can keep all of their words study assignments in order to track growth as well as to keep for a reference.