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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone !5!" #$2-!320 %a& !5!" #$2-!72$ '''(n)(ed)

Lesson Plan Template Subject: ELA - Spelling Grade: 3 Lesson Topic: Word Work: Spelling Patterns___ '( ) _*+,+,-..*____ 3at#0 1cLaren

Candidate s !a"e: Step#anie $as%ue& Site Super/isor: Courtne0 1asick

!2 Super/isor:

1. Introduction: 4'denti50 Grade Le/el 3,+ Acade"ic Content Standard4s67 rationale7 5ocus learner7 create bridges 5ro" past learning7 be#a/ior e8pectations69 Common Core Standards: Conventions of Standard English ELA-Literac09L939, : (e"onstrate co""and o5 t#e con/entions o5 standard Englis# gra""ar and usage ;#en ;riting or speaking9 ELA-Literac09L939+ : (e"onstrate t#e co""and o5 t#e con/entions o5 standard Englis# capitali&ation7 punctuation7 and spelling ;#en ;riting9 Purpose: T#e purpose o5 t#is lesson is to re/ie; 5re%uent spelling patterns 5or <k<9 Prior Learning: T#e students ;ork on spelling and gra""ar e/er0da09 T#e0 call it =Word Work9> Word Work is part o5 t#e (ail0 ?9 Behavioral Expectations: ' e8pect students to sit %uietl0 on t#e 5loor during t#e 5ocus lesson9 T#ere are a couple o5 students ;#o continuousl0 get up 5ro" t#e 5loor to get a drink o5 ;ater and<or a tissue9 T#e <k< sound is "ost 5re%uentl0 spelled ;it# a c9 Co""on Core State Standards re%uire t#at all 3rd grade students de"onstrate co""and o5 t#e con/entions o5 standard Englis# gra""ar ;#en speaking and ;riting9 T#ese standards are a 5e; t#at are good 5or repeating because t#e0 en5orce proper Englis# gra""ar9 Rationale:

(ail0 ? includes ? lessons<categories o5 Literac0 t#at teac#ers atte"pt to "eet eac# da09 T#e ? include: Working ;it# Words @ead to Sel5 Audd0 @ead Writing

Listen to @ead

Courtne0 1asick is tr0ing to gi/e #er students independence and allo;s t#e" to use t#e restroo" and get a drink o5 ;ater ;#en t#e0 need to7 ;it#out asking9 ' ;ill allo; t#is7 but i5 ' see a student up7 ' "ig#t tr0 to stop t#e lesson 5or a "o"ent till t#e student returns to t#e 5loor9 ' ;ant t#e" to take accountabilit0 5or t#eir actions9 . Learner !utcome"s#$!%&ective"s#: 4W#at ;ill students learn 5ro" t#is lessonB Co; ;ill 0ou "easure "aster0 o5 t#e outco"eB6 ,9 Students ;ill be able to recogni&e spelling patterns 5or <k<7 ;it# ,**D accurac09 +9 Students ;ill be able to list ;ords using di55erent spelling patterns 5or <k<7 ;it# E?D accurac09 Rationale: T#ere are se/eral spelling patterns 5or <k<9 ' ;ant students to be a;are o5 t#e di55erent spelling patterns and 5eel co"5ortable using t#e" in t#eir ;riting9

'. Pre(assessment )ctivit*: 4(eter"ine students abilities to ac#ie/e t#e Learner Futco"e and prescribe instruction accordingl09 Consider: linguistic background7 acade"ic language abilities7 content kno;ledge7 cultural and #ealt# considerations7 interests and aspirations7 p#0sical de/elop"ent7 social de/elop"ent7 e"otional de/elop"ent9 6 Linguistic Bac+ground: T#ere is onl0 , Englis# Language Learner in t#e classroo" and s#e speaks 5luent Englis#9 S#e is be#ind a little acade"icall07 but t#at is because s#e is not 5ocused during class ti"e9 )cademic Language )%ilities, Content -no.ledge and S+ills: 1an0 o5 t#e students are at about t#e sa"e le/el acade"icall09 T#ere are a couple students ;#o per5or" better in "at#e"atics and a 5e; ;#o per5or" better in Englis# Language Arts9 Rationale:

Ph*sical, Social, Emotional: T#is class is a /er0 social group o5 kids9 T#e0 lo/e to talk7 and read in pairs9 1an0 o5 t#ese students are acti/e and participate in sports9 Socioeconomic Considerations: All o5 t#e students li/e in (el 1ar7 and "ost o5 t#e parents #a/e ;ell-pa0ing jobs7 including (octors7 Pat#ologists7 Scientists and @eal Estate Agents9 All students bring a #o"e-"ade lunc# to sc#ool9 Cultural Considerations: T#is group is not /er0 di/erse9 We #a/e one student ;#o speaks Spanis# at #o"e7 but is 5luent in Englis#9 We also #a/e t;o Asian students7 but bot# speak Englis# at #o"e9 /ealth Considerations 0 )ttendance: We #a/e 3 students ;#o #a/e speec# issues and #a/e a Speec# 'EP 4'ndi/iduali&ed Education Plan69 We #a/e , student ;#o #as an allerg0 to peanuts9 1ost o5 t#e students arri/e to sc#ool on ti"eG #o;e/er t#ere #as been at least one student absent 5ro" sc#ool eac# da0 5or t#e last ;eek9 Interests, 1otivations, 0 Extra Curricular: (e/elop"entall0 appropriate interests7 including reading c#apter books7 pla0ing ;it# 5riends7 "aking bracelets7 and dra;ing9 Students lo/e (iar0 o5 a Wi"pe0 3id series9 1an0 students pla0 a sport a5ter sc#ool9 2. 3i44erentiation, )daptation 0 )ccommodation Strategies: 4Aased on t#e preassess"ents7 "odi50 Learning Acti/ities based on learner c#aracteristics to "eet t#e needs o5 ELL H special needs students7 #ig#l0 ac#ie/ing students and lo; ac#ie/ing students6 Rationale: To "eet t#e needs o5 "0 ELL student7 ' ;ill "ake sure ' speak slo;l0 and clearl09 ' ;ill also pause 5re%uentl0 to c#eck 5or understanding9 Ii&elle s Word Work is part o5 t#e (ail0 ? literac0 group7 and ;ill rein5orce T#e students ;it# t#e Speec# 'EP s "iss class 5or about 3* "inutes a da09 We call reading in pairs7 =budd0 read9> T#e0 look 5or;ard to t#is ti"e eac# da09

5irst language ;as Spanis#7 so ' kno; s#e can use e8tra #elp ;it# =Word Work9> To "eet t#e needs o5 our lo.er achieving students ' ;ill repeat so"e ke0 sentences as to "ake sure t#e0 #ear ;#at ' a" teac#ing9 ' ;ill ask %uestions to c#eck 5or understanding9 To "eet t#e needs o5 our higher achieving students ' ;ill call on t#e" to ans;er %uestions t#at ' kno; t#e0 ;ill be good at e8plaining to t#e rest o5 t#e class9 T#ere are a couple students7 including Ie55er07 t#at are /er0 detailed in t#eir e8planations9 T#is ;ill #elp ot#er students learn7 as ;ell as "ake t#e" a better learner9 ' can also call on t#e" 5or a "ore di55icult task7 so t#e0 ;ill be a little c#allenged9

gra""ar and p#onics9 So"eti"es lo;er ac#ie/ing students ;ill "ake "an0 "istakes ;it# spelling9 T#is is a good re/ie; and practice9

' can ask7 =W#at are so"e ot#er spelling patterns t#at "ake a sound si"ilar to t#e <k<9 T#e0 "ig#t sa0 =%u J <k;<> or =8 J <ks<9

5. Resources: 4'denti50 "aterials needed 5or t#is lesson accounting 5or /ar0ing degrees o5 skill le/el6 1aterials: Large c#art paper 1arkers 1at# ;orkbook pg9 +. Pencil Rationale: T#is lesson ;ill be illustrated ;it# large c#art paper and a "arker9 Students ;ill t#en go back to t#eir desk and pull out t#eir "at# ;orkbooks and turn to page +.9 2sing a pencil7 t#e0 ;ill 5ill out t#e ;orks#eet9

6. Learning )ctivities: Explicit Teacher Instruction - 4E8plain7 1odel7 (e"onstrate7 C#eck 5or 2nderstanding6 ,9 ' ;ill re/ie; brie5l0 t#e spelling patterns t#at ;e Rationale: learned last ;eek 5or <s< 4snake69 s7 ss7 c07 ci7 and ce +9 ' ;ill re"ind students t#at t#ere are se/eral spelling patterns 5or certain sounds9 39 ' ;ill introduce t#e spelling patterns 5or <k< 4cat69 c7 k7 ck and c# 4possibl0 %u and 86 K9 ' ;ill let t#e" kno; t#at c is t#e "ost co""onl0 used spelling pattern 5or <k<9

Chec+ 4or 7nderstanding: ' ;ill be asking t#e" to tell "e ;ords t#at #a/e t#e <k< sound9 Students ;ill need to use /arious spelling patterns to co"plete t#e c#art9 ' ;ill call upon "an0 di55erent students to "ake sure all o5 t#e students understand9 8. Learning )ctivities: 9uided Practice$ Colla%orative Practice 4C#eck 5or understanding and pro/ide 5eedback and re-teac#ing6 ,9 Students ;ill go to t#eir desk and ;ork on a Spelling Works#eet out o5 t#eir spelling book7 page +.9 +9 ' ;ill go o/er t#e directions 5or t#e ;orkbook page and begin t#e 5irst one or t;o proble"s9 Chec+ 4or 7nderstanding: Going o/er t#e 5irst couple proble"s ;it# t#e students #elps "e to c#eck 5or understanding9 T#is ti"e pro/ides students to ask %uestions 5or clarit09 ' ;ill also obser/e students as ' ;alk around t#e class9 Rationale: T#is ;orks#eet encourages students to t#ink "ore about using t#e /arious spelling patterns 5or <k< to ;rite ;ords9 T#e ;orks#eet pro/ides additional ti"e 5or students to practice using t#e <k< sound in t#eir ;riting9

:. Independent Practice: 4Pro/ide practice t#at supports t#e learning outco"e9 Note: Independent activities are assigned assuming that students understand the concept well enough to work on their own.) ,9 Students ;ill ;ork on t#is ;orks#eet 5or about ? Rationale: "inutes on t#eir o;n9 T#is independent practice ;ill encourage t#e" to continue to t#ink Chec+ 4or 7nderstanding: about spelling patterns t#at are ' ;ill ;alk around and "ake in5or"al obser/ations co""onl0 used 5or <k<9 T#is o5 t#e students co"pleting t#eir ;orks#eets9 ;orks#eet ;ill #elp t#e" connect to t#eir learning b0 seeing e/er0da0 ;ords ;it# t#e <k< spelling pattern9 ;. )ssessment and Evaluation: 4(escribe #o; 0ou ;ill assess and<or e/aluate t#e students learning9 (escribe di55erentiating assess"ent strategies 0ou ;ill use 5or ELL7 special needs students7 #ig#l0 ac#ie/ing students and lo; ac#ie/ing students96 ' ;ill assess student s learning t#e sa"e ;a0 5or all students9 ' ;ill ask %uestions to c#eck 5or Rationale:

understanding during t#e instruction part o5 t#e lesson9 W#en t#e c#ildren are ;orking on t#eir ;orks#eets7 ' ;ill go around and obser/e ;#at ;ords t#e0 are ;riting9 W#en ' call on students to gi/e "e e8a"ples o5 t#eir ;ords7 ' ;ill ask t#e" to spell it 5or "e to c#eck 5or spelling9 ' ;ill also ask students to underline t#e spelling pattern used in eac# ;ord9 ' ;ill not be collecting t#is ;orks#eet because it is part o5 a ;orkbook t#at t#e students keep9

' ;ill do continuousl0 be doing in5or"al obser/ation t#roug#out t#e entire lesson to c#eck 5or a collecti/e understanding9 ' ;ill do t#is to repeat in5or"ation back as necessar09 Also7 i5 students see" lost7 ' ;ill reteac# certain in5or"ation9 2nderline t#e Spelling Pattern: E8a"ple: anc#or cat c#eck

1<. Closure: 4(escribe #o; students ;ill re5lect on ;#at t#e0 #a/e learned96 A5ter students 5inis# ;it# t#eir ;orks#eet7 ' ;ill ask one "ore ti"e7 =W#at is t#e "ost co""on spelling pattern 5or <k<B> Student ;ill re5lect on ;#at t#e0 #a/e learned b0 retelling "e ;#at t#e0 #a/e just learned9 Students ;ill repeat t#e spelling patterns aloud9 ' ;ill tell students i5 t#e0 are not sure ;#ic# spelling pattern is used 5or certain ;ords7 t#e0 need to use t#eir dictionaries to 5ind t#e ;ord9 Rationale: Students s#ould kno; t#at c is t#e "ost co""onl0 used spelling pattern 5or <k<9

Students need to be re"inded to use t#eir dictionaries ;#en t#e0 do not kno; #o; to spell a ;ord9

11. Lesson Re4lection$)ssessment: 4Collect student learning data to deter"ine: W#at ;ent ;ellB W#at needs to be c#angedB Were learning outco"es "etB W#at acti/ities ;ill 0ou add7 c#ange7 "odi50 in t#e 5utureB W#at can be done to 5ollo; up on t#e learning 5ro" t#is lessonB W#o needs additional #elpB W#o needs enric#"ent or #ig#er le/el ;orkB6 ' ;ill "ake all o5 "0 obser/ations and ask "an0 %uestions during eac# part o5 t#e lesson9 ' ;ill re/ie; an0 in5or"ation t#at is necessar0 during anot#er Locus Lesson9 T#is is a s#ort re/ie; on spelling patterns9 ' "ig#t tr0 to "ake it a longer acti/it0 i5 t#e students need additional #elp ;it# t#eir spelling ;ords9 '5 students are pa0ing attention and keeping 5ocused during our lesson7 ' "ig#t tr0 to re/ie; %u J <k;< and 8 J <ks<9 To 5ollo; up on t#is learning7 ' ;ill pull a s"all group o5 students ;#o need additional ;ork ;it# spelling patterns o/er t#e past 5e; spelling lessons9 Additional re/ie; o5 t#is unit "ig#t #elp a 5e; students "aster t#e concept o5 spelling patterns9