Spelling030512

=Spelling030512short = **Author:** Min Hae Park A ** rea: ** D. Spelling
 * Based on lesson by:** Min Hae Park
 * Date created:** 03/03/2012 6:06 PM EST 
 * = **Subject(s)** || Spelling Group (Above) ||
 * = **Grade/Level** || Grade 1 ||
 * ==Purpose Of The Lesson: What Will The Students Learn? How Does This Learning Fit Within Broader Unit Goals? Why Is This Learning Meaningful, Important And Appropriate? What Will The Students Say Or Do That Will Serve As Evidence Of Learning? == ||
 * = **Standards** || ** MD- Maryland Content Standards **
 * Subject: ** READING/ENGLISH LANGUAGE ARTS
 * Grade: ** 1
 * Content Standard: ** Standard 5.0 Controlling Language (Language)
 * Indicator Statement: ** 1. Apply conventional spelling in written language
 * Objective: ** c. Correctly spell grade level appropriate pattern words ||
 * = **Objective** || Students will be able to identify patterns in words ending in -an, -un, or -in, and sort these words into same-patterned groups. ||
 * = **Formative Assessment** || I will assess students' performance through the whiteboard activity in which they will practice spelling words ending in -an, -un, and -in. I will also assess their knowledge through the keyword homework in which students have to come up with their own -an, -un, and -in ending words. ||
 * = **Summary** ||  ||
 * ==Instructional Decision-Making – What Knowledge Of Students Influences My Instructional Decisions In This Lesson? How Will My Instruction Respond In Order To Remove Barriers To Learning And/Or Build On Students’ Strengths? == ||
 * = **Key Instructional Decisions for This Lesson** || When I ask students to 'brainstorm' a word ending in -an, -un, or -in, they should already be familiar with what I am asking for. This means for them to come up with a word on their own that wasn't in the picture book or on the word cards.

Students may have varying background knowledge of words. Don't assume that every child will be familiar with the words on the sorting cards or the picture book. || - A short picture book containing words ending in -an, -un, and -in. - Whiteboards - Dry erase markers - Keyword Chart - Keyword wordsearch ||
 * ==Instructional Procedures: What Instructional Strategies And Sequence Will I Use To Ensure That Every Child Is A Successful Learner? == ||
 * = **Instructional Materials & Technology** || - Word cards (sorting activity)
 * = **Instructional Sequence** || 1. Call the 'Sharks' to the carpet.

2. Divide the group into two groups.

3. Shuffle the word cards. Give half of the word cards to one group and other half to the second group.

4. Tell students to sort these cards into three groups. Remind them to do the activity within their groups so that the other group can't see their cards.

5. When both groups are done, check to see if the groups have found the pattern in the word endings and sorted correctly.

6. Have the groups switch cards and again sort into three groups. Check if they have sorted correctly.

7. Ask students why they have sorted into these three groups? What patterns did they recognize? (-an, -un, -in)

8. Have students give a word that ends in -an, -un, and -in.

9. Pass out a short picture book that contains words with these endings. Tell students to look through the book and find words that end in -an, -un, and -in. Call on students to share words that they find.

10. Ask if they can 'brainstorm' any words that have these endings that isn't in the book and wasn't on the word cards.

11. Collect books. Pass out whiteboards and dry erase markers.

12. Have students practice spelling words ending in -an, -un, and -in.

13. Collect materials.

14. Hand out keyword chart and wordsearch for homework. Dismiss students back to their seats. || - I learned that students enjoy using the whiteboards. It's almost like a motivational factor. I think using whiteboards is a great way to assess student learning. I can easily see those that are right on and those that need some more practice. - The book didn't have many words ending with -in. Therefore, I had students brainstorm words with this letter pattern. Students came up with plenty like twin, pin, bin, tin, fin, and win. ||
 * ==Analysis And Reflection: To What Extent Are My Students Learning? How Can I Improve My Professional Skills? (Complete After Teaching) == ||
 * = **Analysis** ||  ||
 * = **Reflection** || - Students easily found the letter patterns. They are experts at sorting!