Word Study Lesson Plan Reflection

Word Study 1
Word Study Lesson Plan Reflection Shannon Camden James Madison University
READ 436 Dr. Sullivan March 18, 2014
Word Study 2 A word study lesson was conducted with two girls in my fourth grade practicum placement. I was given two groups to choose from which included either a group in the early within word pattern developmental stage or a group in the late within word pattern developmental stage. I chose to do the group in the early within word pattern developmental stage, because at that moment, I wanted to get the experience in working with the students at a lower end of this developmental stage. My word study lesson was conducted during immersion week, and before I planned the lesson, my cooperating teacher informed me that the two students I chose to work with would be focusing on the short-e and long-e, with spelling patterns e, ee and ea. These two girls spell most single-syllable short-vowel words correctly, and they spell most beginning consonant diagraphs and two-letter consonant blends; however, they attempt to use silent long-vowel markers. When planning my word study lesson, I decided that I wanted to do a teacher directed sort with my group. To start the lesson off, I had the students go over all the words with me by saying them out loud. They noticed that some of the words like week and weak sounded the same, and I explained that words that sound the same but are spelled differently are called homophones. I used the words mean week and yet as headers. I told the students to use their ears to sort the words by vowel sound. They were then told that some words may not fit the sound or pattern and to lookout for those oddballs. When they were finished sorting the words by sound, I asked them to use their eyes and see if they notice anything about the words in each column. They noticed that some words had one e, ee and ea. Both of the girls noticed that the word been had the vowel pattern ee, but did not have the
Word Study 3 long-e sound. I explained to them that in this case, the word been is an oddball. They also noticed that the word these was also an oddball because in this particular sort, one e was used for the short-e vowel sound. After the word study lesson, I had my group play a racing game. They absolutely loved the game, because it was different than what they are used to. Normally, after the students learn new word patterns, they are asked to find words in their good fit books that follow the certain word patterns. When the entire lesson was over, they did not want to pack the game up. They also asked me if they could do more word sorts with me, and if they could play the game tomorrow. If I were to do this lesson differently next time, I would want the students to sort the words more than once. The second time they would sort their words, I would have them sort by the sound and the pattern at the same time. By doing so, students could make their own discoveries about words in everyday language. I would also have the students verbalize each word as they sort in order to monitor and intercede when necessary. It is also important for students to record their sorts in a journal, so when I have my own classroom, I will want my students to do so. Next time I do a word sort, or when I have my own classroom, I will be sure to incorporate those things in my word study lessons. Moreover, when planning for word study instruction in my own classroom, it is necessary to conduct primary spelling inventories to figure out grouping arrangements. Primary spelling inventories are important to figure out what students are using but confusing, and to see what developmental reading stage they are at. By knowing these two things, I can create groups of students that are
Word Study 4 approximately in the same stage and to better plan appropriate instruction for those students. Also, for word study instruction in my classroom, I want to have a weekly schedule so students know and understand my procedures and expectations for word study. I like the idea of having circle-seat-center time, because it will allow me to intervene with every group of students. I also like the idea of working on specific patterns for a whole week, and introducing the new spelling patterns on Monday. During circle time, it would be necessary to introduce sorts, and allow my students to do different sorts. Seat time would be the time where students will do specialty activities like word hunts, or lists with their new spelling patterns. Center time would include word study games, buddy sorts, and other fun activities dealing with word study.
Word Study 5 Reference Bear, D., Invernizzi, M., Templeton. S., and Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction, (5th ed.). Saddle, River NJ: Pearson.

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Word Study 1

READ 436 Dr. Sullivan March 18, 2014

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