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Word Study Lesson Plan

This document provides a week-long lesson plan for a 2nd grade student named Nick focusing on contrasting the short vowel "o" and long vowel "oa". Nick is in the "within word" stage of spelling and needs work on long vowels. Each day focuses on sorting words with "o" and "oa" sounds through hands-on and written activities. By the end of the week, students should be able to visually identify the spelling patterns to spell words from the two sound categories. Homework reinforces the lessons and an assessment on Friday evaluates understanding.

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90 views2 pages

Word Study Lesson Plan

This document provides a week-long lesson plan for a 2nd grade student named Nick focusing on contrasting the short vowel "o" and long vowel "oa". Nick is in the "within word" stage of spelling and needs work on long vowels. Each day focuses on sorting words with "o" and "oa" sounds through hands-on and written activities. By the end of the week, students should be able to visually identify the spelling patterns to spell words from the two sound categories. Homework reinforces the lessons and an assessment on Friday evaluates understanding.

Uploaded by

api-252458800
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name___

Nick (pseudonym)________

Student Grade Level__2nd grade__

After analyzing Nicks writing and looking at the Words Their Way Elementary Spelling Inventory Feature Guide, I placed him in the Within Word
stage of spelling. He has mastered initial and final consonants. He spells most single-syllable short vowel words correctly (words like play, cut, with,
was). He also spells most beginning consonant digraphs and two letter consonant blends correctly (pl in play, br in brother, th in brother, and th
in together). This shows that he is beyond the emergent and letter name-alphabetic spelling stage and in the within word stage. I have placed him in the
early part of the stage because he is using but confusing the final silent e when spelling long vowel patterns (he wrote FLOTE for float). He needs to
improve on his long vowels, particularly oa, igh, ew, and ow. He also needs work on understanding inflicted endings such as ed, and ies.

Objectives for week


Students in the within word stage of spelling should be given activities that encourage them to sort known words by long and short vowel spelling patterns
(Stage of Spelling packet from Professor Reish). This week-long lesson plan is going to focus on the short vowel o versus the long vowel oa. The
word sort that will be used on Tuesday, Wednesday, Thursday, and Friday will ask the students to first contrast vowels by how they sound and then eventually
contrast vowels by sight. The word sort will contain the words got, blob, mom, lot, sob, mop, cot, float, boat, toad, foam, road, oak, coat, with oddball words
including soil (which doesnt look or sound like the others), and rode (which sounds like it has the long vowel oa, but doesnt). The words sock and coast will
be added in on Friday to see if the child can generalize the sound the o and oa make. By the end of the week, the students should be able to look for the visual
orthographic spelling patterns and use these to spell the words from the two sound categories.
SOLs for week
2.5 The student will use phonetic strategies when reading and spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.

Monday
Tuesday
Total time: 15 minutes
Total time: 15 minutes
Small group of 4
Small group of 4
Introduce the sort: Read
Story Reading
Teacher explains that the
words together and talk about
letter o is a vowel and it can
any whose meaning is unclear
sometimes, when placed with Ask students Can you
other letters, be a long vowel
figure out how to sort these
Teacher reads the story,
words? (open sort)
Zoad. Teacher then reads it Have them make
again and asks after every
categories and find the
page if there is a word that has oddballs
a letter o and if it makes a
Come to an agreement
long vowel sound (These
Agree on key words and
words are Zoad, toad, Joe,
underline them to use as
boat, moat, load, rode, doze).
headers
When these words are pointed Each student will have a
out, teacher should circle the
sort and will be instructed to
letters that make the long o
sort them based on the headers
vowel sound.
they decided.
Focus students in on the
common long vowel oa
Homework:
used in the story b/c the
Sort the words into the same
weeks word sort focuses on
categories you did in school
oa. Go back through book
and circle in red the oa
words (Zoad, toad, boat, moat,
loads).
Hand out a book to every
student in the group. Instruct
them to circle the words with
the long vowel o in them.
Homework*:
Instruct them to go home and
read the book with a parent. In
their word study notebooks**,
have them make a list of the
words that contain the long
vowel o.
*Homework instructions for parents are on another sheet

Wednesday
Total time: 15 minutes
Small group of 4
Re-sort
Writing Sort
Word study notebooks**:
write down the words into the
same categories developed
during hands-on sorting (use
same key words). Students
should also write down a
generalization or big idea
about this word sort.

Thursday
Total time: 10 minutes
Small group:
Re-sort (5 minutes)
Pairs of two students:
Blind Sort with a Buddy (5
minutes)
students sort words by
sound as a partner reads them
aloud (student can have two
keywords on desk and when a
word is spoken, they can point
to the column it belongs in)

Homework:
Writing Sort (writing sort
done in small group with
teacher will stay in school)

Homework:
Blind sort with a parent.
Blind writing sort with a
parent: student will make two
columns on a piece of paper.
At the top of each column will
be a chosen keyword (one will
be a word like mop and one
will be a word like toad).
When parent reads word aloud
to student, the student not
only has to pick which column
it belongs in, but also spell it
correctly.

Friday
Total time: 5 minutes per
student
Assessment:
Done individually.
Teacher will lay out all the
words on the table and include
two more words that were not
in the weeks word sort
Student will be instructed
to sort the words based off
visually seeing the words
The student will have to
point out any oddball words
Teacher will now give
student a piece of paper with
two columns and two
keywords already written
down. Teacher will say the
words one-by-one and student
will write the word down in
the corresponding column.
Game/Activity:
(For students waiting to be
assessed)
Memory game: Partners or
group of three take word sort
words and place them face
down. Take turns to flip them
over and see if they match by
the sound the vowel makes.

**To see what would be written in the students word study notebooks, see the pretend red word study notebook attached at the back of these documents.

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