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Makenzie Bilodeau
Spelling
4th Grade
Friday April 1, 2016; 25 Minutes
Phonological Awareness
Phonemic Awareness
Phonics
Vocabulary
Handwriting
Convections
Parts of Speech
How can I recognize beginning and ending sounds?
Can I blend sounds together?
Can I segment words into multiple syllables?
Can I substitute sounds in words to create new words?
What do I need to add to a sentence to make it correct?
What are the different parts of speech?
Can I edit a sentence for proper spelling, capitalization,
and punctuation?
CCSS.ELALiteracy.RF.2.3 Know and apply gradelevel
phonics and word analysis skills in decoding words.
CCSS.ELALiteracy.RF.2.3.a. Distinguish long and short
vowels when reading regularly spelled onesyllable
words (e.g., hop vs. hope, men vs. mean, fell vs. feel,
bend vs. bead).
Objective
Bloom's
Taxonomy
CK
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
Unscramble
Unit 21 Activity Book pg. 2
SUPERVISING
TEACHERS
SIGNATURE
Explicit
Instructions
CK
Poem
The Talent Show
o Use the Unit 21 Poem to review /ooo/ as in snow,
/j/ as in page, and /sss/ as in circle
o Have students stay the name of the poem, and
echo each line of the poem.
o Review the vocabulary talent and unique.
Big Idea Statement
It is essential to be able to manipulate words and their
sounds.
Essential Questions Statement
Can I manipulate words and sounds?
Objective Statement
Students will be able to define the words talent and
Lesson
Procedure
unique.
Students will be able to identify possessives.
Students will be able to break words down into their
syllables.
Students will be able to substitute letters in words to
create a new word.
Students will be able to write a sentence that is dictated
to them.
Transition
As we move on to each step, students are told exactly
where they need to be on the page by pointing to
different shapes and pictures. During this time, students
are called on randomly so they need to be fully engaged
in what they are doing. We are all sitting as a small
group throughout this entire process. Before we begin
spelling students have the opportunity to get up and go
to the bathroom while the transition from math to
reading.
Key Vocabulary
Talent
Unique
Editing
Airplane Box: Guide who to edit the Day 2 sentences.
Have students read the incorrect sentences and identify
the number of errors.
Have students reread the first sentence. Then have the
students identify that the gerbil is Georges.
Have students read the second sentence and identify
and correct the misspelled word wuz.
Have students identify that Cindy is Georges friend.
Have students read the corrected sentences.
Dictation
Sounds: ge, ce, ai, igh, ci
o Say the first sound and the associated word. Have
students say and write the sound. Have them say
the sound as they write.
Pattern words that rhyme: dance-France; find-kind
o Turtle Column: Say dance and use it in a
sentence. Have students say the word, then
segment and write the word. Have them say each
sound as they write.
o Have students identify what is the same about the
words.
Multiple syllabic words: Children, puppet, funny, teacher.
o Elephant Column: for each word, say the word and
use it in a sentence. Have students say the word,
then segment and write the word as they say each
sound or syllable.
Tricky Words
Reading
Materials
Technology
Equipment
Supplies
Evaluation of
Formal Evaluation
the
N/A
Learning/Master Informal Evaluation
y of the
Unscramble
Concept
Unit 21 Activity Book pg, 2
Closure
Summary & Review of the Learning
Between each step in the process, we will review what
the answers are and continue once everyone has
checked their work.
Homework/Assignments
Unscramble
Teacher
Self-reflection