spelling032612



Hi Julie,

The lesson looks good. Here's some things to think about: 1. All groups are technically "on grade level". They are just at different points in the A book. To be above grade level, they would need to be on the B group. 2. How are you going to guide or prompt the bears if they can not figure out their sort. What if they are able to sort by short vowels, but can not discover they are blends too. What kinds of guiding questions can you use? 3. For the lions bingo game, will the game cards just have pictures or will it have the words to match? This group would benefit from seeing both the word and picture. They sometimes have trouble differentiating the sounds. 4. In your lessons, you don't mention the homework sheet. Are you planning on doing this in group? If not, how will you check to see they have their keywords so they can do their homework? 5. Assessment- how will you assess student learning? Will you have a checklist with their names and/or anedotal records?

Reflection

Sharks - Students were excited that we were doing something different today. They enjoyed making the mini-books. - We didn't get through all of the word slides because I wanted to give them plenty of time to work on their books. - They didn't have trouble finding the patterns. - We even looked up a few words in the dictionary.

Bears - For the sorting activity, the boys sorted by beginning letters th, ch, wh, and sh. - The girls struggled to find the pattern. - They were really surprised when I showed them the actual pattern (short a, e and i). - They quickly grasped the pattern when I pointed them out. - Concentration game had way too many cards so it took way too long to play. We had no winners.

Lions - Students in this group did very well with coming up with different words with k, qu, tw, and wh beginning sounds. - We didn't have time to look through the picture book. - The bingo game engaged the students. The pictures on the bingo board definitely helped them identify the word.