spelling041612

I typed some suggestions on the attached document (I think it makes more sense to see it next to your plans)

I am not sure if I did this right. Just let me know if you want to me add more things.

Sharks - Students had no problem finding patterns in words. Both groups sorted cards in word families. - We went over some new words using the word slide. - They really enjoyed the memory game!

Bears - One group found the pattern in one try. The other group needed a second chance but immediately got it. - We were tight on time so I skipped over the book. - We played Bingo and they seemed to have so much fun! Students had to find the word using the clues I gave them. For instance, I said "This word has a short 'a' sound with the final blends st." Then students would find the words like 'fast' and 'last' on their boards. I would like to use this Bingo game again in the future!

Lions - After I read each word to them, they had no problem placing words into their groups. - We looked through the book to find words that contain patterns an, in, and un. Since CT and NN struggle to read on their own, they needed some guidance in finding words. AB did well with finding words with an, in, and un patterns but his attention was elsewhere so he just needed redirecting. Is there anything you can do to re-engage this student besides redirection? Could the lesson be revised to maintain the student's engagement? - I paired CT and NN to work on matching puzzle piece together to make an, in, and un words. I worked with AB on the puzzle together. The puzzle kept the students busy and engaged. The only problem was that the pictures were too small and this made it confusing for the students as they were matching the pieces together.