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A word study strategy is implemented in this spelling lesson

Subject:

Language Arts  

Grades:

3, 4, 5, 6  


Title – Spelling Study Strategy Minilesson
By – Juliana
Primary Subject – Language Arts
Secondary Subjects –
Grade Level – 3-6
Test Study Test Method

I. HEADING
Juliana
Language Arts
Instruction Time- 15 minutes

II. RATIONALE AND BACKGROUND

The purpose of this lesson is to introduce the students to a new strategy in order to study their spelling word. Many students do not know the proper way to study or they do not know how to study at all. Students will learn an effective study technique that can improve their achievement on spelling tests and in their writing.

Students have a sufficient background in spelling. Students receive a list of words weekly to study, and they have a spelling test each Friday. Students participate in a daily writing workshop.

III. LESSON OBJECTIVES

TLW demonstrate their knowledge of the Test Study Test Method.

PI: Given specific words discussed in class, the student will spell all of the words correctly on a posttest.

IV. LIST OF RESOURCES

· Paper
· Chalkboard
· Chalk
· Pencils
· Poster of spelling strategy
· Overhead projector
· Transparency
· Transparency pen
· Hand out
· www.teach-nology.com (rubric)
· Rubric

Tompkins, G. E. (2002). Language arts: Content and teaching strategies (5th ed.).

Upper Saddle River, NJ: Merrill Prentice Hall.

V. CONCEPTS

Using a spelling study strategy enhances learning to spell.

VI. PROCEDURES

A. Introduction and Motivation

The teacher will begin the lesson by distributing a piece of paper to each student. She will ask the student to number the paper from one to six. The teacher will tell the students that she is giving the students a pretest on the following words: yard, charge, bark, farmed, harvest, and harm. The teacher will say each word and then she will say each word in a sentence. The teacher will stress to the students that this is just a pretest, and this test is not for a grade.

B. Body

The Test Study Test Method

The teacher will ask the students to pass their paper to the person on their right. The teacher will spell each word aloud, and the student should check their neighbor paper. The student should circle the word if it is spelled incorrectly. After all of the words are given the student will give their paper back to its owner. The teacher will tell the students to put their papers aside and that we will talk about them in a little bit.

The teacher will write the sentence “Please vacuum the floor” on a transparency. She will underline the word vacuum. The teacher will ask the students to study the word for about 10 seconds. The teacher will cover up the transparency. The teacher will ask the students to write the word vacuum on a piece of scratch paper. The teacher will show the word vacuum, and ask how many students wrote the word vacuum correctly. The teacher will ask the students how they studied the word. The teacher will ask, “Did you go through any type of thought process?” The teacher will ask them to explain it.

The teacher will ask the students “Do you study your spelling words in a special method at home? Can you explain it to the class?”. The teacher will tell the students that she wants to share a new method to study spelling words.

The teacher will introduce a new spelling study strategy to the students that could be helpful when they practice studying their spelling words each week. This strategy is called the Test Study Test Method of studying. (The strategy will be on a poster on the chalkboard and pass out a handout.) The teacher will read it to the class.

Test Study Test Method
1. Look at the word and say it to yourself.
2. Say each letter in the word to yourself.
3. Close your eyes and spell the word to yourself.
4. Write the word, and check that you spelled it correctly.
5. Write the word again, and check that you spelled it correctly.

Students have problems with spelling because they look for words within words and sound words out. Today we are going to focus on visually picturing the whole word. The teacher will model the strategy aloud with the word yard aloud on the overhead projector.

I like to play catch in the yard.

1. Look at the word and say it to yourself.
2. Say each letter in the word to yourself.
3. Close your eyes and spell the word to yourself.
4. Write the word, and check that you spelled it correctly.
5. Write the word again, and check that you spelled it correctly.

Together as a class, we will try practice the spelling strategy with the words charge and bark. These sentences will be on the overhead projector to guide the students:

Mike is in charge of the class when the teacher is gone.
Listen to the dog bark loudly.

The teacher will go through each step aloud with the group.

1. Look at the word and say it to yourself.
2. Say each letter in the word to yourself.
3. Close your eyes and spell the word to yourself.
4. Write the word, and check that you spelled it correctly.
5. Write the word again, and check that you spelled it correctly.

The teacher will give the class the following words each in a sentence: farmed, harvest, and harm. These sentences will be on the overhead projector to help the students:

Chris farmed the cornfield.
My mother made pumpkin pie for the harvest.
Don’t worry the snake will not cause you any harm.

The students will practice the spelling strategy with these words on their own, and see if they spell the words correctly. The teacher will leave the sentences on the overhead projector.

C. Closing

The teacher will administer a posttest to the students with same words from the pretest. The teacher will follow the same procedure as the pretest.

If time permits, the teacher will ask the students to reflect on the new studying strategy that they learned today. The teacher will ask the students if they liked it or disliked it, and to support their answer.

VII. EVALUATION

A. Student Assessment

1. Assessment Plan

The teacher will informally individually assess the students based on their class participation in the group discussion and on their performance on the posttest.

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