Name: Laura Baldwin Title: Oa/Ow Spelling Lesson 1 Grade: First Time: 20 minutes *Revisions highlighted in yellow

Date: Feb. 27th, 2012

Pennsylvania Standards: - 1.5.1.F: Use grade appropriate conventions of language when writing and editing Objectives: - The students will be able to identify the oa/ow sound. Learning Tools: Materials: - 20 spelling lists - 20 spelling word graphing worksheets - Crayons Resources: - http://moffattgirls.blogspot.com/2011/10/ready2read-level-2-unit-1.html - http://teacheristatales.blogspot.com/search/label/Word%20Work Management/Grouping Patterns: - The students are seated in groups of five and are able to assist each other as needed. - The students will begin by working as a whole class to identify the long oa/ow sound and then move to individual work for reinforced practice. Introduction (Phase I): 1. TTW introduce the oa/ow sound to students, discussing the sound and spellings. 2. TTW hand out the spelling lists to the students. TSW read the spelling words with the teacher while going over what each spelling word means. Core learning Activities (Phase II): 3. TSW complete the spelling word graphing activity, marking the graph for each spelling word they find (TTW model how to do this directions will not suffice since it is a new activity). 4. For extra practice, TSW write their spelling words, tracing over the oa pattern in blue and the ow pattern in red. Closure (Phase III): 5. TSW share their graph data with the class for self-checking purposes. Assessment(s): Formative Assessments: - To be proficient, the students must correctly identify and graph their spelling words. - To be proficient, the students must correctly write their spelling words and identify the oa/ow patterns in each. Summative Assessment: - To be completed after the last oa/ow spelling lesson Modifications/Accommodations for Students with Special Needs: - The spelling lists will be differentiated by student level

Name____________________________________ Date__________________

Spelling Word Graphing

Directions: Count how many times each spelling word appears in the box below. Then fill in the graph at the bottom of the page by coloring one box for each spelling word. boat

toad
this
slow

coat coast

slow

coast

this

coat
coast

coat boat show grow

show

show know toad

grow

toad

coat

this grow

know

this coast

5 4 3 2 1
show boat toad coat slow this grow coast know

What spelling words appear the most? _______________________________ What spelling words appear the least?_______________________________ How many times do show AND grow appear? _________________________

Directions: Write your spelling words in the spaces below. Use a blue crayon to trace over the oa pattern and a red crayon to trace over the ow pattern.

My spelling words: